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ALASKA was discovered by a Russian expedition under Bering, in 1741. It 
belonged to Russia until 1867, when it was purchased by the United States for 
$7,200,000. It is valued chiefly for its fur, fisheries, and gold, the last being 
discovered in large quantities in the Yukon region. 




WASmNTOTtlN, IKOM IIIK PORIKAII UY OILHERT STfART 



A SCHOOL HISTORY 



OF THE 



United States 



OF AMERICA 



INCLUDING NUMEROUS SKETCH-MAPS SHOWING TERRITORIAL 

GROWTH AND PROGRESS OF THE AMERICAN ARMIES 

IN DIFFERENT WARS AND CAMPAIGNS 

AND ALSO INCLUDING 



SUGGESTIONS FOR PARALLEL READINGS 



BY 

JOHN W. GIBSON 



AN i;X-UNION SOLDIER AND FOR MANY VKARS A SUFIiRINTENUEN T 
IN THE PUBLIC SCHOOLS OF ILLINOIS 



ILLUSTRATED 



A. FLANAGAN COMPANY 

CHICAGO 



,/ 



COPYRIGHTED BY 

JOHN W. GIBSON 
1897 AND 1899 

Revised Edition 
Copyright, 1913 

BY 

A. FLANAGAN COMPANY 



Oci,A35800(i 



PREFACE. 



United States Histor}-, by coininon consent, finds a place in 
our schools. Not all, however, are agreed as to its utility or its 
educational value. 

The citizen places emphasis on its ability to produce a safer, 
broader, and more intelligent citizenship. " Of what value is this 
study to the state?" is his test of utility. 

The parents' test takes this form: "How much will this 
study do for the individual ? Will he be happier, better, wisei 
and more prosperous in his life-struggle?" 

These are proper questions, and should be correctly answered 
in the school-room. 

The teacher will, however, add to these a third, and to him, 
the principal reason for pursuing this study. He knows that 
.school-life is not a time of harvest, but of planting and of growth; 
that maturity is not reached in the school-room. 

Much of the value of the study lies, therefore, in the move- 
ment toward a broader culture, and in the stimulating influences 
toward further reading. 

If young 'people leave the study with a distaste for it, and with 
no desire for further reading in the line of history, it is quite 
evident that a most valuable part of the work has been lost. 
How much of value still remains is not easily determined. 

The remedy, if a remedy be possible, lies in better methods of 
presenting the subject, either by text-book or teacher, or by both. 

For several years I have felt that a more helpful text-book 
might be arranged. The strong desire to aid in obtaining better 
results finally brought forth this book. 

The difficulty may reside in the subject of history itself; j'et, 
even if that be true, it may still be possible to aid the student to 
better methods of study. The process by which this is attempted 



in this text is explained under the heading ''Suggestions to 
Teachers. ' ' 

I have given more space to the Civil War than is usual in 
ordinary school histories. By this it is not intended to place 
undue emphasis on wars in general, nor on the Civil War in par- 
ticular. " War is cruelty and you cannot refine it," yet he who 
would know history must learn about wars. Progress has always 
been compelled to push its way up through the smoke and shock 
of battle. We are a nation, and a united people to-day as the 
result of two great wars. Our national memorial days, without 
a proper knowledge of our military histor}^ are void of meaning. 

The plan of this book seeks to harmonize two conflicting con- 
ditions : First, only a due proportion of time can properly be 
given to the study of the Civil War. Second, per contra, the war 
was so extended in territory, so vast in its plans, so numerous in 
its incidents, so desperate in its many battles, and so stupendous 
in its results, that, by the ordinary methods, but little can be 
accomplished towards comprehending it in the short time usually 
allotted to its study. By the aid of charts and maps, by avoid- 
ing all detailed descriptions of battles, and by a careful selection 
of matter bearing directly on the issues of the war, I seek to solve 
the pedagogical problem stated above. 

J. W. Gibson. 



Publisher's Note.— In the revision of this book the main facts of 
United vStates History have been carried down to date. 



n 



The Author's Acknowledgement. 



I am under many obligations to the following persons: To 
W. F. Mozicr, A. M., Professor of History and Literature in Ot- 
tawa, 111., Township High School for proof-reading and for sug- 
gestions about parallel readings; to Dr. J. L. Pickard, former 
President of the State University of Iowa, and to L. F. Parker, 
Professor of History in the same university, for special favors 
and for valuable suggestions; to Supt. S. B. Hursh, of Sterling, 
111., Public Schools, to Dr. Kdwin C. Hewett, former President 
of the Illinois State Normal Univ^ersity, to Edwin D. Mead, Old 
South Meeting House, Boston, Mass., to Miss Alice M. Holden 
of the Aurora, 111., Public Schools, for valuable suggestions in 
collateral readings; to Mrs. Alice Blair Gibson of the author's 
home, for invaluable aid in the work of preparing the book. All 
these favors are gratefully remembered by 

The Author. 



Table of Contents. 



Introduction 

SUGOESTIONS TO TKACHKRS 



EPOCH I. -1492-1692— TWO HUNDRED YEARS. 
CHAPTER I. 

PAGE. 

The Period of Great Discoveries, 1492 — 1522 4-20 

lufluences that lead to the discovery of America — Exercise 
on Map of old route to India — Exercise on Map of Mediter- 
ranean Sea — The Middle Ages — Other Influences at Work- 
Prince Henry and the Portuguese Discoveries — Christopher 
Columbus — ^John and Sebastian Cabot — Vasca da Gama — 
The name America — Line of Demarcation — Exercise on Map 
of the World in 1490 and in 1500 — The Pacific Ocean — Flor- 
ida — The Close of the Period of Great Discoveries. 

CHAPTER II. 

Our Ancestors From the North 21-26 

The Northmen — The Normans — The Norsemen in America — 
Exercise on Map of Norsemen — Synopsis of Discoveries. 

CHAPTER III. 

Spanish Discoveries, Explorations and Conquests . . . 27-33 
The Semi-Civilized Indians — Mexico; Cortez — Peru; Pizarro — 
De Vaca; Coranado — Hernando De Soto — Exercise on Map of 
Spanish Voyages and Explorations. 

CHAPTER IV. 

French Discoveries, Explorations and Settlements . . 34-39 
The Fisheries of Newfoundland — The French in the North 
— The French in Florida — Champlain — The Jesuits and the 
Fur Traders. 

CHAPTER V. 

English Explorations and Attempts at Settlements . . 40-45 
Conditions in Europe during the i6th Century — English 
Attempt at Settlement — British Attempts to reach India — 
The Invincible Armada — Synopsis of Discoveries and Explor- 
ations. 

vii 



CHAPTER VI. 

The American Indian 46-52 

Origin— The Indian Language— Indian Character— Physical 
Characteristics— Government and Warfare— Home Life— 
The Habitations and Food of the Indians— Indian Tribes- 
Exercise on Map of Indian Tribes — The Mound Builders. 

CHAPTER VII. 

The Settlement of Virginia - 53-69 

Conditions in Europe and America — Influences at Work in 
England — Two Companies — ^Jamestown Colony — Exercise on 
Map of Virginia and Maryland — Captain John Smith — The 
New Charter— Star\-ing Time — Beginning of Slavery in 
America — Indian Massacres — Some English History — Puri- 
tanism in England — The Civil War in England — The Old 
Dominion — Sir William Berkeley — A Period of Adversity. 

CHAPTER VIII. 

The Planting of the New England Colonies 69 - 8» 

The Pilgrims go to Holland — The Pilgrims go to America — ■ 
The Landing of the Pilgrims — The Indians around Plymouth 
— The Growth of the Plymouth Colony — Massachusetts Bay 
Colony — Settlement of Boston — Connecticut — New Haven 
Colony — Rhode Island — New Hampshire and Maine. 

CHAPTER IX. 

The Coloniai, Confederacy of New England . . . • . 83 94 
Colonial Governments — Local Self-Government — The Indi- 
ans of New England — The Pequot War — King Philip's War 
— Exercise on Map of New England — Trouble with the 
Quakers — The Witchcraft Delusion — Charles II. and New 
England — Governor Andros in America. 

CHAPTER X. 

The New Netherland 95-105 

Henry Hudson — Holland— The New Netherland — The Pa- 
troons — The Swedes on the Delaware — The Government and 
People — End of the Dutch Rule in America — The Govern- 
ment of New York — Exercise on Map of New Netherland — 
New Jersey — Delaware. 

CHAPTER XI. 

Maryland, Pennsylvania, The Carolinas, and Georgia . 106-117 
Maryland— The First Settlement— The Toleration Act- 
Pennsylvania— William Penn — Delaware — Philadelphia — 
North and South Carolina— Charleston— The Grand Model— 
The People who Settled the South— The two Colonies Sepa- 
rate—Exercise on Map of South Atlantic States — Georgia. 

CHAPTER XII. 

The Great Northwest 118-125 

Our Focal Date— Joliet and Marquette — Fort Frontenac — 
The Griffin— La Salle in Illinois— La Salle down the Mississ- 
ippi—Exercise on Map of French Explorations of the West 
— Synopsis of Period of Settlements. 



EPOCH II.— 1689-1789. 125 

A Century of Struggle for Supremacy in North America. 
CHAPTER XIII. 

Spanish, French and Engush Claims in North America. 127 - 136 
The First Two Centuries in America — Claims to North Amer- 
ica — Spanish Claims to North America — The French- Claims 
— English Claims — Exercise on Map of British, French and 
Spanish Possessions in 1713 — About the Indians — King Wil- 
liam's War — Schenectady — Acadia and Quebec — Queen 
Anne's War — The Story of Deerfield — Port Royal and Can- 
ada — Close of the War — King George's War — Louisburg and 
Close of the War — Summary of Chapter XIII. 

CHAPTER XIV. 

The French and Indian War 137 - 155 

Plans of the French — Fort Duquesne — Braddock's Defeat — 
Capture of Duquesne^Exercise on Map of French and In- 
dian War — Sir William Johnson — William Pitt — British 
Plans for 1758 — Conditions at the North at Close of 1757 — 
Exercise on Map of French and Indian War, Northeast 
Division — Expedition against Louisburg — Ticonderoga — The 
Three Plans of the English for 1759 — Fort Niagara — Ticon- 
deroga and Quebec — In the Champlain Valley — Exercise on 
Map No. 16 — Quebec — Exercises on Maps Nos. 17 and 18 — 
Results of the War — Pontiac's Plot — Old Colonial Days. 

CHAPTER XV. 

The American Revolution: Its Causes 156 - 165 

Causes Classified — Character of the American People — King 
George III. and his Government — The English People — Re- 
strictions on Trade and Manufactures — The Taxing Power — 
Forms of Taxation — The Stamp Act — Effects of the Stamp 
Act — A new Tariff Law passed — Boston Tea Party — Boston 
Port Bill— A Second Congress Called — Synopsis of Causes of 
American Revolution. 

CHAPTER XVI. 

The Revolutionary War: Events North of Virginia . . 167-202 
Conditions when the war came — Exercise on Map of Bo.ston 
— Battle of Lexington — Battle of Bunker Hill — Washington 
takes Command — Ticonderoga — Second Colonial Congress — 
Plans of the British Government — The Invasion of Canada — 
Sj^nopsis of 1775 — Leading to Independence — Exercise on 
Map No. 20 — British Plans — Charleston, South Carolina — 
New York — Battle of Long Island — The Retreat of the Amer- 
icans — Battle of Trenton — Exercise on Map of New Jersey — 
Battle of Princeton — Results of year, 1776 — Summary of 1776 
— The Year of Double Campaigns, 1777 — Plans of the British — 
Burgoyne's Invasion of the North — Siege of Fort Schuyler — 
The Second Failure — The two Battles — Exercise on Map of 
Burgoyne's Invasion — Campaign in the South^Battle of 
Brandywine — Forts on the Delaware — Exercise on Map No. 
24 — Results of Burgoyne's Surrender — Influence of Bur- 
goyne's Surrender in Europe — Financial Difficulties of the 



United States. Europeans who came to our aid — The Amer- 
ican Flag— Sunnnary of 1777 — Monmouth— Treachery of 
General Charles Lee — The Indians during the Revolution — 
Wvoniing— Cherry Valley — Indians Punished— Colonel Clark 
and the Northwest — Exercise on Map of Clark's Expedition 
— Sunnnary of 1 778. 

CHAPTER XVII. 

The Revolution: Operations in the South; The Close of 

THE War. 1779-1781 203-218 

Operations in the South — Savannah and Georgia — Charleston 
and South Carolina — Cruel Treatment of the Southern People 
— Aid from the North — King's Mountain — General Greene in 
the South — The Battle of the Cowpens— Guilford Courthouse 
— Exercise on Map of Southern Campaigns — Summary at the 
South — Events at the North — Paul Jones — Capture of Stou}- 
Point — A Gloomy Time — Treason of Benedict Arnold — The 
Closing Year — Yorktown — Effects of the Surrender in Europe 
— The Western Territory gained by treaty — Peace — Exercise 
on Map No. 27 — Summary of the North, 1779-1783 — Exercise 
on Maps Nos. 28 and 29. 

CHAPTER XVIII. 

The Period of Transition, and the Adoption of the Con- 
stitution. 1783-1789 219-228 

The Articles of Confederation — The Three Departments of 
Government — Weakness of the Articles of Confederation — 
Comparison between 1777 and 1863 — The famous Ordinance 
of 1 787 — The Constitution adopted. The Difficulties in the 
way — Some noted men of the Convention — Difficulties to be 
surmounted — The Three Compromises. Summary of Period 
of Constitution-making. 

THE THIRD EPOCH.— 124 YEARS. — 1789-1913. 230 

Under the Constitution. 

CHAPTER XIX. 

Washington, John Adams, Thos. Jefferson— 1789-1809—20 

Years 231-264 

Government organized — Revenue Measures — Coinage Laws 
—Judicial Department — Whiskey Insurrection— Indian Diffi- 
culties—Troubles with England and France — The close of 
Washington's Administration and the beginning of Parties- 
Adams' Administration— The Death of Washington— The 
Alien and Sedition Laws— Theory of Nullification— Jefferson 
elected President The New Capital— Louisiana Purchase- 
Political Parties— Expedition of Lewis and Clarke — War 
with Tripoli— Trouble with England and France— The Ches- 
apeake and the Leopard— The Embargo Act —Foreign Slave 
Trade. 

CHAPTER XX. 

Madi.son's Administration, 1809-1817, 8 years. The Second 

War with England 247 - 259 

James Madison— The affair of the ' ' President " and " Little 
Belt "—The Battle of Tippecanoe— War declared— The Sur- 



render of Detroit — Battle of Lake Erie and Recapture of De- 
troit — Battleof the Thames — Exercise on Map No. 30 — The 
Army of the Center — Queenstown Heights — The Capture of 
York — Battles of Chippewa and Lundy's Lane— Operations 
in the North — War on the Ocean — The Constitution, alias 
" Old Ironsides " — Other Ocean Combats — Along the Atlan- 
tic Coast — The Capture of Washington — Defense of Balti- 
more — Indian Troubles in the Southwest — Battle of New 
Orleans — Peace — Hartford Convention — War with the Bar- 
bary States — The Federal Party Disappears from History. 

CHAPTER XXI. 

The Administrations of James Monroe and John Quincy 
Adams— 1817-1829, 12 years. Inventions and Growth 

of Territory 260 - 275 

James Monroe, President — Florida — The Monroe Doctrine — 
Visit of Lafayette — ^John Quinc}- Adams — Death of John 
Adams and Thomas Jefferson— The Cottou-Gin — Steam 
Power — Steamboats — ' ' Walk-in-the-water ' ' and the ' 'Savan- 
nah " — Erie Canal — Railroads — Territorial Growth of the 
United States — Land Surveys — The Township System — Ex- 
ercise on Map No. 32 and chart of Township — Admission of 
New States — From the old Northwest — From the Territory 
South of the Ohio. 

CHAPTER XXII. 

The Administrations of J.\ckson, Van Buren, Harrison, 

Tyler, Polk and Taylor— 1829-1850, 21 Years . . 276-291 
The Political Parties — Internal Improvements — The United 
States Bank — The Sub-Treasury Act — Protective Tariff — 
Indian Wars— The first Seminole War —The second Seminole 
War — Administration of Harrison and Tyler — Dorr's Rebel- 
lion — About Texas — The Oregon Country — Whitman's Ride 
— Polk's Administration — The Mexican War — Mexico In- 
vaded by Taylor — General Scott in Mexico — Treaty of Peace 
and territory gained — Exercise on Map of Mexico— Di.scov- 
ery of gold in California — Taylor's Administration — Compro- 
mise Act of 1850. 

CHAPTER XXIII. 

General Progress of the Nation— i 840-1 860, 20 Years. 
Administrations of Fillmore, Pierce and Bu- 
chanan — 1850-1861, II Years 292- 316 

Growth of Territory — Admission of states west of the Miss- 
issippi River — Exercise on INIap of Territorial Growth — In- 
ventions — Electric Telegraph — Sub-Marine Cables— The Tel- 
ephone — The Phonograph — Thos. Edison — Invention an 
Evolution — Modern Farming — Domestic Machinery — Anaes- 
thetics — ^John Ericsson — American Literature — Historians of 
America — Growth of Anti-Slavery Sentiment — Under-Ground 
Railroad — The Kansas-Nebraska Bill - Kansas Troubles — 
The Political Contest of i860 — Synopsis of Events from 
Washington to Lincoln. 



CHAPTER XXIV. 

I^iNcoLN's Administration: The Civil War— Its Causes . . 319 - 327 
Abraham Lincoln— Civil War— Remote Causes— Secondary 
Causes — Exercise on Historical Monument — Direct Causes — 
About the Constitution — Fort Sumter. 

CHAPTER XXV. 

The Civil War: Events of i 861 328-336 

How the army was organized — Difl5culties in supplying an 
army— Home life of a soldier— Preparations for War— Why 
the South was better prepared— Strength of the North— Hopes 
of the South— Military Events of 1861— West Virginia— Bull 
Run— Missouri— Events along the Atlantic Coast— Kentucky 
Exercise on Map No. 38— The Trent Affair— Summary of 1861. 

CHAPTER XXVI. 

The Civil War: Events in the West, 1862 and 1863 . . , . 337 - 362 
Events in the West— Exercise on Map No. 39— Mill Springs, 
Forts Henry and Donelson— Battle of Pittsburg Landing, or 
Shiloh— Siege of Corinth— Exercise on Map No. 40— Fa'rra- 
gut's operations on the lower Mississippi— Confederates take 
the offensive— Perryville^Iuka and Corinth— Stone River- 
Review of 1862 in the West— Exercise on Map No. 41— 
Preparations— North— South— Congress — Vicksburg —Chat- 
tanooga Campaign— Chattanooga and Chickamauga— Battle of 
Chattanooga— A View from Lookout Mountain— Armies of the 
West— Synopsis of the West, 1863— Exercise on Map No. 48. 

CHAPTER XXVII. 

The Civil War: Events in the East, 1862 and 1863 ^6^ - ^70 

A study of Virginia- The Merrimac and Monitor— Exercise on 
Map No 42— The Peninsular Campaign— Exercise on Map 
Wo. 43— Lee's first Invasion of the North— Exercise on Map 
No. 44— Synopsis of the Year 1862, in the East— Fredericks- 
burg and Chancellorsville— Lee's second Invasion of the 
North— Gettysburg— Outline of Events in the East. 186:!— 
General results for 1863. 

CHAPTER XXVIII. 

ThbCivil War: Events in THE West, 1864 . . .go ?q2 

Changes made— Condition of aflFairs at the beginning of "1864 
-Sherman s task-The Atlanta Campaign-Exercist on Ma J 
?; r.^TJ^" ^ Atlanta Campaign— Farragut at Mobile Bay-- 
Hood s Movements North-Sherman's March to the Sea- 
Pranklin and Nashville— Exercise on Map No. si— Review 
01 the West for 1864. 

CHAPTER XXIX. 
The Civil War: Events in the East, 1864. and Close . . . 393 - 410 
OvcH.LPr^ ""^ Carnpaign- Exercise on Map of Grant's ^ ^ 
Overland Campaign-Grant moves south of the Tames River 
-Operations in the Valley-Review of 1864 in the East- 

zii 



General results at the close of 1864 — Exercise on Map No. 53. 
Movement of Western Armies — Pontoons — Sherman moves 
North — Review of Sherman's March — Wilson's raid — Review 
of the Army of the Potomac — Commanders — Commanders of 
the Confederate Annies — Confederate Armies surrendered to 
Union forces — Exercise on Map No. 54 — Petersburg and Five 
Forks — Lee Surrenders — The Close. 

CHAPTER XXX. 

The Reconstruction Period. Johnson and Grant, 1865-1876. 411 - 427 
Johnson's Administration — The Grand Review — The Neces- 
sity for Reconstruction — The Two Problems — The Freedmen 
—The XlVth and XVth Amendments— The so-called "Carpet 
Bag" Government — Impeachment of President Johnson — 
Mexico— Purchase of Alaska — Presidential Election of 1868 — 
Grant's Administration — The Pacific Railroad — Santo 
Domingo — The Chicago Fire — The Geneva Award — The 
Greeley Campaign — The Stock Exchange — Greenbacks and 
Gold— Black Friday -The Panic of 1873— Indian Troubles— 
The Centennial Exposition — The Jetties — The East River 
Bridge — The Signal Service — Hayes and Tilden — Electoral 
Commission. 

CHAPTER XXXI. 

Administrations of Hayes, Garfield, Arthur, Cleveland, 
Harrison, Cleveland, McKinley, Roosevelt, Taft, 

Wilson 428-465 

Hayes' Administration — Resumption of Specie Payments — 
The Political Contest of 1880— Garfield and Arthur— Assassi- 
nation of President Garfield — Civil Service Reform — Railroad 
Strikes — Labor Troubles — Who is my Neighbor — Political 
Contest of 1884— Cleveland's First Term— The New South- 
General Progress — Harrison's Administration — The World's 
Columbian Exposition — Exercise on Political Chart— The 
Drainage and Hennepin Canals — The Silver Question — The 
PoHtical Contest of 1896— The Spanish-American War- 
Political Contest of 1900— Death of President McKinley— 
Political Contest of 1904 — Roosevelt's Two Administrations 
— Panama Canal begun — Fighting the Trusts — Wireless Te- 
legraphy and Flying Machines — ^Political Contest of 1908 — 
Taft Administration — Payne-Aldrich Tariff Bill — Postal 
Banks, Parcel Post, and Income Tax — Political Contest of 
1912 — Early Days of Wilson's Administration 

Summary of the Post-War Period 466-468 

General Review Topics 469-476 

Tracing Lessons in United States History 477-479 

United States Constitution and Amendments 480-499 

Pronouncing Vocabulary 500-503 

Index 504-516 



List of Maps or Charts. 



PAGE. 

Map No. I , The Old Routes to India .9 

Map No. 2, Mediterranean Sea lo 

Map No. 3, The Known World in 1490 17 

Map No. 4, The Known World in 1500 18 

Map No. 5, Scene of Action of Norsemen, S25-1025 . . . .24 

Map No. 6, Spanish Voyages and Explorations 32 

Map No. 7, Indian Tribes 50 

Map No. 8, Virginia and Maryland (Settlements) .... 56 

Map No. 9, New England (Settlements) . 89 

Map No. 10, New Netherland and Vicinity 103 

Map No. II, South Atlantic States (Settlements) 115 

Map No. 12, French Explorations in the West 122 

Map No. 13, British, French and Spanish Possessions (1713) . . . 130 
Map No. 14, French and Indian War (S. W. Div.) .... 140 

Map No. 15, French and Indian War (N. W. Div.) 143 

Map No. 16, French and Indian War (North-Central Division) . . 147 
Map No. 17, North America before the French and Indian War 

(1713-1763) 

Mdp No. 18, After the French and Indian War . 

Map No. 19, Boston and Vicinity 

Map No. 20, Invasion of Canada (i 775-1 776) 

Map No. 2r, Atlantic Coast at beginning of Revolution . 

Map No. 22, New York and Vicinity (1776) .... 

Map No. 23, Hudson River and Lake Champlain 

Map No. 24, New Jersey and New York (i 776-1 778) 

Map No. 25, Clark's Expedition (177S-1779) 

Map No. 26, Southern Campaign (1779-1781) ... 

Map No. 27, The Two Companies 

Map No. 28, British Possessions before the Revolution (i 763-1 783) 
Map No. 29, Boundaries made by Treaty of Paris, 1783 .... 
Map No. 30, Lake Erie and Vicinity (1812-1814) .... 

Map No. 31, Lake Champlain (1814) 

Map No. 32, Territorial Claims and Cessions ..... 
Chart No. 33, Territorial History of United States East of the Missis- 
sippi River 



150 
151 
169 
176 
179 

185 
191 

193 
201 
209 
54 

216 
217 

251 
253 
270 

274 



Map No. 34, The War in Mexico ('846-1847) 288 

Map No. 35, Territorial Growth of United States 295 

Chart No. 36, Territorial History of United States West of the Missis- 
sippi River 297 

Chart No. 37, Political Monument 324 

Map No. 38, Field of Operations in the West — Civil War . 339 

Map No. 39, Confederate Line of Defense in the West (1862) . . . 341 
Map No. 40, Confederate Line of Defense in the West, April i, 1862 . 343 
Map No. 41, Confederate Line of Defense in the West at the close 

of 1862 350 

Map No. 42, Virginia and Vicinity (Civil War) ..... 366 

Map No. 43, Peninsular Campaign 368 

Map No. 44, Lee's First Invasion (1862) 370 

Map No. 45, Virginia and Vicinity (1862-1864) Four Maps . . 377 

Map No. 46, Vicksburg Campaign (1863) 352 

Map No. 47, Chattanooga and Vicinity 358 

Map No. 48, In the West--i863 360 

Map No. 49, Lee's Second Invasion 376 

Map No. 50, Atlanta Campaign 386 

Map No. 51, Sherman's March through Georgia 391 

Map No. 52, Grant's Overland Campaign 394 

Map No. 53, Virginia at Close of 1864 398 

Map No. 54, Sherman's Movements 402 

Map No. 55, Centers of Population 442 

Chart No. 56, Political River ....... 446-447 

Map No. 57, Results in the West ( 1862-1863) - .... 362 

Chart No. 58, Battle Chart of the Civil War 407 



xvt 



List of Illustrations 

PAGE 

Washington, from the portrait by Gilbert Stuart . Frontispiece 

The Santa Maria 9 

Columbus 12 

Queen Isabella .... o ....... 13 

King Ferdinand . 14 

Sebastian Cabot 15 

Norseman Ship and of the Middle Ages ...... 22 

Old Norse Sea- King 25 

Pueblo 29 

Burial of De Soto -31 

Fort San Marco, Florida „ , . 36 

A Scene on Lake George , . , 39 

Sir Walter Raleigh . 41 

Home of the Cliff-Dwellers , 45 

A Scene from Indian Life , 46 

Sioux Indians , . = 47 

Indian Snow-Shoes , . 52 

Captain John Smith 58 

Pocahontas ............ 59 

Charles I ....,, , 62 

Cromwell 64 

Washington's Home „ ^ ......... 65 

Canopy and Cole's Hill .......... 70 

Maj'flower in Plymouth Harbor ........ 74 

Full Page — Noted Men of New England , 79 

Indian Birch Canoe ... . , , . . . . . .82 

Elder Brewster's Chair 94 

Scene on the Hudson . = ........ 96 

Governor Peter Stuyvesant ..,.,.... 100 

Cecil Calvert — Second Lord Baltimore ....... 107 

William Penn 110 

Penn's Wampum Belt . . 117 

De La Salle 121 

An Old Fashioned Fireplace 136 

William Pitt, General Wolfe, and General Montcalm .... 146 

Quebec and Vicinity 149 

Faneuil Hall, Boston 166 

Full Page — British Officers of the Revolution 171 

Signing the Declaration of Independence 177 

Full Page — American Officers of the Revolution 181 

Washington Crossing the Delaware 186 

Full Page — P^uropeans who Aided the Americans in the Revolution . 196 

Bust of Lafayette 198 

Independence Hall — Philadelphia, Pa 202 

xvii 



Full Page— American Officers of the Revolution ..... 20b 

Monticello, Jeflerson's Home 210 

Full Page— American Statesmen of the Revolution .... 221 

Busts of Franklin, Madison and Hamilton 228 

Constitutional Chart 230 

Continental Money 233 

Full Page — Washington, Adams, Jefferson, Jay an 1 Madison . . 245 

Fulton's First Steamboat 246 

One of the First Railroad Trains 259 

Bunker Hill Monument 262 

Full Page — Famous American Statesmen and Inventors . . 265 

Plan of Surveys of the West 272 

Full Page— American Presidenls 282 

Circleof Ratios of Territorial Growth 293 

Full Page — American Authors 303 

Full Page- American Poets . 3(t5 

Longfellow's Home 306 

Whittier's Home 307 

Full Page — Famous Americans 310 

Full Page — Lincoln, St. Gaudens' Statue of 318 

Harriet Eeecher Stowe 321 

Harper's I-'erry ............ 333 

Scene from Pittsburg Landing 344 

Full Page--Union Commanders in the West (1861-1862) . , .346 

Commanders of Army of Cumberland — Rosecrans and Thorns.". . . 348 

National Cemetery, Vicksburg 351 

Lookout Mountain ....... ... 354 

A View from Lookout Mountain ...,,... 356 
First Reading of Emancipation Proclamation ..... 373 

Gettysburg Battlefield and Park ........ 375 

Conmianders of the Army of the Potomac ...... 378 

Commanders of Confederate Armies ........ 390 

Commanders of the Army of the Tennessee ...... 399 

Famous Union and Confederate Generals 405 

President Andrew Johnson , . . . 416 

Hon. James G. Blaine 418 

Hon. Horace Greeley . . • 420 

Main Building, Centennial Exposition , 424 

Samuel J. Tilden 427 

President R. B. Hayes 429 

President James A. Garfield ...... . ' 431 

President Chester A. Arthur 432 

Miss Frances E. Willard 433 

President Grover Cleveland 438 

President Benjamin Harrison 441 

Fnll Page — Our New Navy 443 

World's Columbian Exposition 445 

President William McKinley . , . . . . . .451 

Miss Clara Barton 453 

Officers in the Spanish-American War 455 

Battleship Oregon .....,.,., 457 

Prcsificnt Theodore Roosevelt 459 

President William H. Taft 464 

President Woodrow Wilson ... , . 466 



SUGGESTIONS TO TEACHERS. 



All teachers xvho are to use this text-book should consider carefully 
the folloiving suggestions. Some of these apply to any United 
States history, but most of them have special reference to this 
book. It is important that teacher and text be in harmony. 

Plan of the Book. 

We read with comparative indifference the death-list from a 
railroad accident until our eyes rest upon the name of a friend. 
Our attention is at once fixed and interest awakened. Back of 
that name lies the face of a dead friend. 

Words are the medium of thought. Language is an open 
window looking out upon a world of fact or of fancy. Imagina- 
tion is the artist that paints the landscape. If we would appre- 
hend the thought and see the beauty we must look through the 
window and not at it. 

This book is arranged with the view of leading the student 
away from the stupefying habit of merely studying the printed 
page. This is done by — 

I. The topical arrangement of matter, 
II. A large use of maps or charts, 

III. Historic parallel readings, 

IV. Associating pure literature bearing upon subjects kindred 

to that under consideration, 
V. Historic Geography, and 
VI. Elementary Civics. 
I, The arrangement of the subject to be studied, as far as 
we have been able to make it so, is topical. That is, the chain 
of events, logically and geographically associated, has been 
followed to a conclusion, regardless of contemporary events in 
other places. The time element is used only when it is necessary 
to keep in mind the order of events. Our effort has been to keep 



chronology from dissecting the story. So far as possible, the 
causes, unity, and results of a line of related events have been 
kept together. 

II. As matters of historic interest occur on the earth, 
locality becomes necessary to the study of history. The series of 
"Exercises on the Map" are introduced for the purpose of leading 
the pupil into the habit of associating the place with the event, 
thus reducing pure verbal memory to a minimum. The logical 
sequence of events and geographical position are emphasized in 
this text. 

III. The mind demands more than a bare statement of facts. 
It is compelled by its very nature to dwell for a time with new 
ideas if it would become thoroughly acquainted with them. 
With this in mind we have suggested the parallel readings in 
order to hold the student longer to each topic under discussion. 

IV. History and literature may be made to supplement each 
other. The study of history means much more to one whose 
mind is a gallery of pictured historic and literary images than to 
one who sees nothing but the printed pages of the text-book. 

V. The abstract study of the earth's surface is a waste of 
time and energy. But the study of the earth as the home of man 
in all his activities and relations to its teeming life, becomes of 
infinite value and pleasure. The study of certain localities at the 
time they are of special interest through their historic associa- 
tions, has therefore been suggested. 

VI. History and civics are logically and chronologically 
associated. They sprung from the same fountain and must ever 
flow onward together. It would seem, therefore, that the most 
appropriate time to study the ethics, principles, and forms of 
government, is while the student's attention is directed to them 
through the study of history. 

The Course in History. 

We suggest that the study of history from this text-book 
should occupy a period of two school years. 

The two or three years immediately preceding the logical 
study of history proper should be in part occupied in the reading 
and .study of biography, and pioneer stories. 



About the Parallel Readings. 

No special library or list of authors is intended to be made the 
basis of the parallel readings; though special books are named, 
they are understood to be merely suggestive. 

Most books of value have an index at the close, and a table of 
contents in the first pages of the book. Having an important 
word as a "pointer," a reference to the index will locate the 
discussion of the subject. By the aid of these index refer- 
ences, subjects of pressing interest may be read, without per- 
using the whole work. School life is too short to enable a 
student to read the complete works of our standard authors. In 
the study of a specific subject, the skillful use of the index may 
be made very helpful. 

The parallel readings should not be given as tasks in the learn- 
ing of lessons. The will must not intrude itself upon the atten- 
tion of the other faculties, as much of the value and pleasure 
in reading is lost by any conscious effort of the memory. 

To be carefully read before begin?iing the study of history. 



To THE Student. 

At the beginning of each chapter of this book you will find 
suggestions as to '^Parallel Rcadiugs and Cor related Work." 
Notice carefully the suggestions under "Historic Fiction" and 
"Biography." 

Should there be a library from which you can obtain the 
required books, you are urged to read as many as you can. It is 
not expected that any one pupil will read all the books mentioned, 
though that is not impossible under favorable conditions. 

Books of historic fiction and biographical sketches should not 
be read with the idea of reproducing in class. Do not try to 
remember what you read from these outside books; the trying 
does more harm than good. Read as a hungry boy eats his 
dinner — to enjoy it. These additional readings aid the memory 
in the study of the lesson from the text-book. They are the 
sugar and spice of history. Also, you will find in this book 
many sketch maps. These are given to make clear the events of 



history. Use them — use them verj^ much — use them all the time 
while studying discoveries, explorations, movements of armies in 
the different wars, and any other matter where a knowledge of 
place is necessary to the understanding of the subject. The maps 
are usually near to, but a little in advance of, the matter under 
discussion. 

II. 
To THE Teacher. 

In all national progress there is an undercurrent of causes; 
the.se causes flow into results; these results, like a river checked 
in its course, accumulate new energy, which again moves on in 
the form of new causes. 

It is not easy for young people, unassisted, to see these half 
hidden influences. But without some understanding of these 
living, moving forces, the study of history is of little educational 
value. Our effort has been to teach history as a chain of related 
facts, and to avoid, as far as possible, making it a mere succes.sion 
of paragraph-pebbles. We believe this has been made reason- 
ably clear to teachers and to the more advanced students; but the 
younger pupils need assistance. We suggest the following as 
one method of giving this necessary aid: Read and discuss in 
cla.ss, the meaning and trend of a given chapter, or part of 
chapter, before assigning it or any part of it as a definite lesson. 
Sufficient time should be taken, and proper explanation given, to 
enable young people to get the drift of thought and meaning of 
everything under discussion. A certain amount of collateral 
reading may also be done at this time. After this preparatory 
work the class is read}- to receive its regular, formal lesson from 
the text-book. 

You will note the numerous references under the general 
heading of "Parallei. Reading and Correlated Work. "The 
suggestions are made to meet the conditions of all kinds of 
libraries, and of schools having no library. In rural schools and 
in the smaller graded .schools, the lack of libraries may make 
much of this outside reading impossible. If necessary, any part, 
or all, of these readings may be omitted, as this text-book is 
complete in itself, so far as a book of this nature can be. But we 



urge that many of the most interesting and valuable readings may 
be obtained at very small cost. All the historic poems, a number 
of the "Old South Leaflets," historic addresses of noted orators, 
biographical sketches of great Americans, together with the books 
named under ''Supplementary Reading," are all published in 
cheap form by many of our school publishing houses. The 
market is full of these gems of historic literature. 

About Maps. 

In study and recitation the student should have access to a 
suitable map. The less complicated the map the better, provided 
it presents the essential facts. In many cases the map confuses 
the eye (hence the mind), by presenting too many details; clear- 
ness may also be sacrificed for artistic effect. In the absence of 
proper outline wall maps, our sketch maps may be reproduced on 
the blackboard by the teacher or some skillful pupil; each map to 
remain for reference until that particular subject be completed. 
If blackboard room be insufficient, large drawings on paper may 
be used. These maps, if neatly and accurately drawn, are more 
effective than many of the complicated printed maps in common 
use. All map exercises here given should be with open book. 
They are intended to aid in the understanding of the subject 
under consideration. They are supposed to accomplish the same 
purpose as do figures in the demonstration of a proposition in 
geometry. The questions are merel)' suggestive; they may be 
extended indefinitely. 

A CAUTION should here be given. The use of the so-called 
topical method based on chronology is out of harmony with this 
text and may in part defeat its plan and purpose. 



THE 

FIRST EPOCH=200 YEARS, 
1492-1692. 



I. Discoveries. 

II. Explorations. 

III. Settlements. 

IV. Growth of Free Government. 



CHAPTER I 



THE PERIOD OF GREAT DISCOVERIES, I492-1522. 



PARALLEt Readixc.s .vni) Cokk:,lateu Work. 

History: — Specific readings from Irving's Life of Columbus. Index 
titles; Marco Polo and his book of travels; Henry, Prince of Portugal; 
Ancient trade monopolized by the Lombards; Henry I., King of Portugal, 
and Columbus; Isabella, Queen of Castile, favors Columbus; Salamanca, 
Columbus before the Council of; Granada, Conquest of Ijy Spain; Voyage, 
first of Columbus; Discovery of America, sight of land; Pinzon, Martin 
AIouzo, and Columbus; Barcelona, reception of Columbus at; Papal Bull of 
Partition of the non-Christian world; Columbus in Chains; Death and Burial 
of Columbus. 

Other readings: Old South Leaflets. 

No. 30. — Strabo's Introduction to Geography. 

No. 32. — Marco Polo's account of Japan and Java. 

No. 29. — The Discovery of America, from the Life of Columbus, by his 
son, Ferdinand Columbus. 

No. 33. — Columbus's letter to Gabriel Sanchez, describing the first 
voyage and discoveries. 

No. 37. — Early notes of the voyages of the Cabots. 

Fiske's Discovery 0/ America. 

Mandeville's Ttavels. 

For Supplementary RQaA'ing:^ Ellis's Stories from American History> 
to p. 46. Also Cor))ett and Content's Stories of the Three Americas, pp. 9- 
56. Baillie's poem "First Voyage of Columbus." 

Readings in Literature:— Irving's Alhambra: I. To and including the 
Court of the Lions. II. The legends associated with the Alhambra. 

Historic Fiction: — Columbian Historical Novels, Vol. I. 

Geographical Studies: — The oceans and the grand divisions of land; 
The old and the new routes to India; Physical Features of Asia; The pro- 
ductions of India, farther India and China; The physical and political geog- 
raphy of the region adjacent to the Mediterranean Sea. 



8 A SCHOOL HISTORY OF THE UNITED STATES. 

1, — Influences that Led to the Discovery of America. 

— Marco Polo. Two hundred years before the time of Christopher 
Cohunbus (1295) Marco Polo, a citizen of Venice, visited Cathay 
and Cipango, supposed to be China and Japan (see maps 3 and 4). 
On his return to Italy he wrote a book giving an account of his 
travels. This book gave to the people of Europe some idea of 
the countries to the far East. But the people-' s knowledge of 
southern Asia was much greater than it was ot China and 
Japan. 

The Italians and Their Trade with India. — The Europeans 
had, for many centuries, been using the products of the Indies. 
Genoa, Venice, and other cities of northern Italy, controlled 
this trade. 

These people brought rich products of the Indies and the spice 
islands and sold them to all parts of Europe. These products 
included silks and cotton, gums and perfumes, precious gems, 
spices and other luxuries. These Itahan cities became, through 
this trade, centers of immense wealth and power. 

But all these valuable products must pass through many 
hands, and be subject to the dangers and expense of long jour- 
neys by sea and caravan. For many generations the Indo- 
European commerce followed three general lines of travel. The 
northern route was by way of the Indus and the Oxus Rivers, 
thence across the Caspian and Black Seas, through the city of 
Constantinople to Italy. The second was by way of the Indian 
Ocean, Persian Gulf, up the Euphrates valley, to the Mediter- 
ranean Sea, to Italy. The third, and most direct and less expen- 
sive route was by way of the Indian Ocean, Red Sea, Egypt, 
through Alexandria to Italy. From Italy these products were 
distributed to all parts of Europe. By the long and dangerous 
lines of travel the cost of every article of commerce was greatly 
increased. 

2. — The Mediterranean Sea.— From the dawn of history 
civilized nations have gathered around the Mediterranean Sea. 
This great sea made commerce possible to the people near its 
borders, and aided much in the growth of civilization itself. 



PERIOD OF DISCOVERIES. 9 

Exercise on the Map of Old Routes to India. 
Trace the most northern route. What part of it is by caravan 
and what by water? Which is the most expensive part of the 
route, by water or by land? Trace the southern route. Trace 
the middle route. Which, in your opinion, was the cheapest 
route? Which the most expensive? Genoa had control of the 
most northern route. The Turks took possession of Constanti- 




MAP OF THE OLD ROUTES TO INDIA. 



nople in 1453. What effect would that have on the trade of 
Genoa? Why? Venice controlled the most southern route. 
Would the capture of Constantinople affect this trade? Bj' their 
piracy, the Mediterranean Sea became more and more unsafe to 
all commerce carried on by Christian nations. What effect would 
this have on the commerce between India and Europe? But the 
Europeans longed for the luxuries from Asia in exchange for 
their own products. What effect would these conditions have on 
the desire to find a new route to India? Why were Venice and 



10 



A SCHOOL HISTORY OF THE UNITED STATES. 



Genoa great cities? When the new routes to India were found 
these cities fell into decay. Why? Are New York and Chicago 
great cities through the same causes that made these Italian 
cities great? Why? 



Map No. 2 




MAP OF MEDITERRANEAN SEA. 



Exercise on Map of Mediterranean Sea. 
Notice the position of Constantinople. Why is its position 
important? Alexandria, Jerusalem, Tyre, Constantinople, Athens, 
Rome and Carthage were for centuries capitals of great empires. 
Locate each of these places. The unshaded part of the map 
represents the countries once ruled by Rome. Name the countries 
to the west and northwest of Italy. 

3. — Influences at Work. — During the half century from 
1450 to 1500 many important events occurred to stir the European 
mind. 

The Printhig Press first came into general use during this half 
century. With its use came, as a result, new intellectual life. 

Gunpowder and Feudalism. — The ancient feudal castles began 
at this time to crumble by the use of gunpowder. 



PERIOD OF DISCOVERIES. 



11 



Constantinople was captured by the Turkish Mohammedans 

in 1453- 

This Turkish conquest stopped trade with the East, and the 
people of Europe began to look anxiously for new lines of 
commerce. All these things coming about the same time, gave 
a new intellectual vigor to the old world. 




SANTA MARIA. 



4. — Prince Henry and the Portuguese Discoveries, 

— The course of modern discovery began about the year 1470. 
Prince Henry of Portugal made the first efforts to look into the 
secrets of the Atlantic Ocean. The Italian cities had been made 
powerful and prosperous through their control of the commerce 
of the Mediterranean Sea; but this Portuguese prince deter- 
mined to make his own country great by sailing into the Atlantic. 



12 



A SCHOOL HISTORY OF THE UNITED STATES. 



He was satisfied that Africa had been circumnavigated nearly 
2,000 years before his time by the ancient sailors; he beHeved 
that by rounding the southern point of this continent, India 
could be reached bj^ an all-water route, and he could thus turn 
its commerce "into a golden tide upon his own country." 

In due time all this came to pass; the commerce of India found 
its way around the Cape of Good Hope; Portugal became a great 
commercial nation; the Italian republics lost their power and 
sank to the condition of ordinary cities. 




CHRISTOPHER COLUMBUS. 



5. — Christopher Columbus. — Columbus was a native of 

Genoa. From boyhood he had led a sea- faring life and had 
made many long voyages. 

About 1470 he went to Portugal, drawn thither by the fame 
of Prince Henry and by the great progress made by the Portuguese 



PERIOD OF DISCOVERIES. 



13 



in navigation and explorations along the coast of Africa and 
among the different groups of islands to the westward. 

When he first thought of a western passage to India is not 
known. 

i It is easy for us to see that Columbus was correct when he 
reasoned that, if the earth be a sphere, Asia must be tvestoi Europe 
as well as east of it. 

Columbus remained for several 3'ears in Lisbon, making fruit- 
less efforts to persuade King John of Portugal to fit out an expedi- 
tion to find the western route to India and China. 

Finally giving up all hope of aid from Portugal, he sent his 

brother to seek help from England, while he himself went to Spain. 

Ferdifiand and /sade//a, joint rulers of Spain, were too much 

absorbed in a war with the Moors 
to pay much attention to Columbus 
with his wild schemes. After 
waiting man}'^ years, however, aid 
came to him through the efforts of 
Queen Isabella. 

Columbus Sails. — On Friday, 
August 3rd (O.S.), 1-1.92, Columbus, 
with three small vessels, sailed from 
the port of Palos on a voyage that 
was destined to mark him as one of 
the great men of the ages, and was 
to give to humanity a new world, 
whose smiling valleys, rolling prai- 
ries and broad table- lands were to be 
the home of a new nation with a 
renewed civilization. 
After stopping for a few days at the Canary Islands, the 
little fleet boldly sailed directly west into unknown waters. 

America Discovered. — After a pleasant voyage in the steady 
blowing north-east trade winds, land was discovered on the 21st 
of October (October 12, O. S.), 1492. 

Columbus, supposing he had reached India, named the group 
of islands which he had discovered, the West Indies; and for the 




QUEEN ISABELLA. 



^,4 



A SCHOOL, HISTORY OF THE UNITED STATES. 



same reason, he called the natives Indians. During this first 
voyage, these islands, including the larger ones of Cuba and 
Hayti, were discovered and in part, explored; but no continent 
was seen. 

Columbus Returns to Spam. — About the middle of January, 
1493, Columbus, to the great joy of his men, set sail for the 
return to Spain. While homeward bound they were caught in a 




FERDINAND. 



terrific storm, and for many days it seemed that all knowledge of 
the newly found world would be buried in the Atlantic. One of 
the three vessels had been wrecked near Cuba; the two remain- 
ing caravels were driven apart by the tempest and each feared 
the other was lost, but both finally outrode the storm and 
reached Palos in safety about the same time. 

Columbus was received with great honors by Ferdinand and 
Isabella, and by the Spanish people. 



PERIOD OF DISCOVERIES. 



15 



He made three other voyages to America, and during the third 
voyage — 1498 — he discovered the continent of South America, 
near the mouth of the Orinoco River. 

6.— John and Sebastian Cabol.— All the nations of Europe 
lying along the Atlantic coast were aroused to new life by the 
success of Columbus. John Cabot, a native of northern Italy, 
but residing in England, applied to Henry VH. for the privilege 
of making explorations to the westward. In the summer of 1497 




SEBASTIAN CABOT. 



he sailed under the English flag directly westward from the 
British Isles. 

He reached the coast of Labrador without difficulty, thus 
being the first to discover the North American continent. The 
next year his son, Sebastian Cabot, made a second voyage, 
skirting the coast of what is now the United States. 

On these discoveries of the Cabots Great Britiati laid claim to all 
of North America. 



16 A SCHOOL HISTORY OF THE UNITED STATES. 

7. — Vasco da Gama. — During the year 1498 Vasco da 
Gama, a Portuguese, rounded the Cape of Good Hope, and 
saiUng through <he Indian Ocean, reached Hindostan at Calicut. 

The year 1498 is an eventful one in history. During the 
summer of this year might be seen three small expeditions sailing 
along unknown seas. While Sebastian Cabot was sailing along 
the coast of North America, Columbus was on his third voyage 
near the mouth of the Orinoco River, and Da Gama was in India. 
Before the close of the century the results of all these expeditions 
were known in Europe. The dawn of the 16th century opens a 
new era in man's progress. 

8. — Line of Demarkalioo. — It will be remembered that 
the Portuguese had, for many years, been making their way 
slowly down the w^est coast of Africa, and by that means had 
added much new territory to Portugal. 

When the discoveries of Columbus had added a new world to 
the Spanish Crown, it became clear that trouble would soon arise 
between Spain and Portugal. 

In order to avoid war between these two nations, the Pope 
decreed that a "line of demarkation," 370 leagues west of the 
Cape Verde Islands, should be drawn from pole to pole. All 
non-Christian countries discovered east of this line should belong 
to Portugal, and all west of it, to Spain. This meridian line 
passes near the mouth of the Amazon River. 

How Brazil Became a Portuguese Possession. — In 1500 a 
Portuguese fleet under Cabral, on its way to India by the newly 
discovered route around Africa, sailed too far west, aiKi thus by 
chance discovered the eastern projection of South America. As 
this country was east of the "line of demarkation" it fell to 
Portugal. 

9. — The Name America. — Americus Vespucius, a native 
of Florence, at the head of a Portuguese expedition sailed along 
the coast of South America. On his return to Europe he wrote 
a short account of the voyage, giving a description of the newly 
discovered continent. 

The three continents, Europe, Asia and Africa, have been 
known from the earliest time; but the ancients believed that there 



PERIOD OF DISCOVERIES. 



17 



was another continent south of the Equator. This was to them 
only a theory, as no one had ever seen it, and the equatorial 
regions were supposed to be so hot that no one could cross 
them. The idea that the country discovered by Columbus and 
the Cabots was a part of Asia, still clung to the mind of the 

Map No. 3. 




MAP OF THE KNUWN WUKLD IN 1490. 



Europeans; they therefore believed that the continent discovered 
by the Portuguese, whose eastern borders Americus Vespucius 
had traversed, was the new continent, and was distinct from 
the supposed Asia (North America). A German professor 
suggested the propriety of naming the new continent America, 



18 



A SCHOOI< HISTORY OF THE UNITED STATES. 



after Aiuericus Vespucius. Presently the name America 
appeared on the maps of the southern continent, and gradually 
the name became associated with the northern continent also. 



Map No. 4. 




MAP OF THE KNOWN WORLD IN 15OO. 

Exercises on the Two Maps, the World in 1490 and in 1500. 

Was Iceland known to the Europeans in 1490? On the 1490 
map, the known world is represented as grouped around what 
great inland sea ? Cabral in going around Africa sailed too far 
west and by chance struck the east part of South America. Trace 
this route. Is it not possible that the New World might have 



PERIOD OF DISCOVERIES. 19 

been discovered by him in this way ? Is the honor due Columbus 
any less because of the possible results of the accident of Cabral ? 
Trace each of the routes on the 1500 map. Which is the longest 
route ? Which shows the greatest boldness in the navigator ? 

10. — The Pacific Ocean. — Balboa, a Spanish adventurer, 
while on the peninsula of Panama, was told b}^ the Indians that 
another sea lay a short distance beyond the mountains. Deter- 
mined to see this new ocean, he, with a small force, started over 
the mountains, but was obliged to fight his way through hostile 
Indians. Coming near a high point from which the Indians said 
the ocean could be seen, he went alone to its summit from which 
he saw this great body of water. He, with his party, then went 
to its shores and in the name of the rulers of Spain, laid claim 
to the Pacific Ocean and all lands adjacent to it. As it lay to the 
south of the isthmus, it was called the South Sea. This discovery 
was proof positive that South America was not a part of Asia. 

The Portuguese had, after the opening of the route by way of 
the Cape of Good Hope, rapidly developed their trade with India, 
and had worked their way through the Strait of Malacca into the 
waters of the Pacific Ocean, thus reaching China and Japan by 
way of the Indian Ocean. This had been accomplished by the 
year 1517. It will thus be seen that Portugal, and not Spain, 
was the first to reach both India and China. 

Magellan. — Seven years after Balboa looked for the first 
time on the Pacific, Magellan, a Portuguese captain in the 
service of Spain, sailed along the coast of South America, with 
the object, if it were possible, to sail around the southern point of 
the continent, as Vasco da Gama had that of Africa. He discov- 
ered the strait that now bears his name and worked his way 
through it with great diflSculty. 

Two of the three vessels in the expedition were wrecked in 
passing the strait. With the one remaining vessel he started 
boldly westward across the Pacific Ocean until he reached the 
Philippine Islands, where he was killed in a skirmish with the 
natives. The expedition had now reached a part ot the world 
already visited by the Portuguese from the other direction. The 
crew continued their course to the westward, finally reaching 



20 A SCHOOL HISTORY OF THE UXITED STATES. 

Spain, thus making a complete circuit of the globe. The expe- 
dition started from Spain in 15 19, and reached home in 1522. 

To repeat: the Pacific was first seen by Balboa in 1513; it was 
entered by way of the Indian Ocean b^' the Portuguese in 15 17; it 
was crossed for the first time by Magellan during 1520-21. 

Just thirty years from the fi.rst information of the new world 
given by the discoveries of Columbus, the Magellan expedition 
returns to Spain to prove by actual demonstration that Columbus 
was correct in his theory of the shape of the earth, and of the 
direction of Asia, but incorrect as to the size of the earth. The 
earth was found to be much larger than heretofore had been 
supposed. It was now made clear that South America is a con- 
tinent joined to North America by an isthmus; but it was not 
known for more than two hundred years after the events of which 
we have been studying, that North America is separated from 
Asia. In 1728 Bering, for the first time, passed through the 
strait bearing his name. 

11. — Florida. — Ponce de Leon, who had been the Spanish 
governor of the Island of Porto Rico, while making a voj'age to 
the westward in search of the wonderful fountain of youth, 
touched the mainland of North America on Easter Sunday, 1513. 
From the Spanish name for the day, "flowery Sunday," and from 
the enchanting beauty of the country, it was called Florida. 
Strange stories were told of an island on which was a fountain of 
such marvelous virtue that to drink of its waters would make an 
old man young. Ponce de Leon returned from his search for this 
fountain, a wiser, but also an older man. 

12.— The Close of the Period of Great Discoveries. — 
Thus far the record of events brings us to the close of the year 
1522, the date at which the Magellan expedition around the 
world reaches Spain. We may regard the time from 1492 to 1522 
— 30 years — as the period of great discoveries. The work of 
discovery and exploration continued for more than three centuries 
after this time, but the great impulse had been given and the 
work outlined. 



OUR ANCESTORS FROM THE NORTH. 21 



CHAPTER II. 



OUR ANCESTORS FROM THE NORTH. 



Parai^lei, Readings and Correlate Work. 

Historic Readings: — "Norsemen," (or Northmen) and "Normaus," 
from any good general history. Wheatou's History of the Northmen. 

The Danes in England, from any history of England, or general history. 

Old South Leaflets, No. 31: The Voyage to Vinlaud, from the Saga of 
Eric the Red. Shaler's Nature and Man in Atnertca. 

For supplementary reading, Corbett and Content's Stories of the Three 
Americas; Story of Leif the Lucky, pp. 1-8. 

Literature: — Selections from Longfellow's poem, "The Saga of King 
Olaf"; Whittier's poem, "The Norsemen"; Lowell's "The Voyage to 
Vinland ". 

Fiction: — Norse Mythology. Grimm's Teutonic Mythology. 

(Jeograpliy: — The North Atlantic region, Europe and North America. 



13.— The Northmen. — The early inhabitants of Sweden, 
Norway and Denmark were known as Northmen, or Norsemen. 
They were a rude, hardy, daring, .sea-roving race. Their ships 
were long, open boats, without cabins, and were propelled partly 
by sails and partly by oars. In these open boats the Vikings, the 
pirate chiefs of the Northmen, made long voyages on the Atlantic, 
even out of the sight of land, with nothing but the sun and .stars 
to guide them. This was long before the mariner's compass was 
known. 

The period of most activity of these Norsemen was the two 
centuries from about 825 to 1025. During most of this time the 
ships of these bold free hooters, bearing the standard of the raven, 
were a terror to all the western coast of Europe, more especially 
of England and of France. They commenced their depredations 



22 A SCHOOL HISTORY OF THE UNITED STATES. 

ill England as early as the beginning of the gth century. At first 
their main object was plunder, but afterwards they began to make 
.settlements, and to fight for permanent possession of the country. 
Finally, after a .struggle of nearly two centuries, they secured a 
foothold in England, and the Danish king, Canute the Great, 
became also king of England. The original Anglo-Saxons 
already in England and the invading Northmen were of the 
same great Germanic family, and as soon as war ceased between 
them, they rapidly assimilated into one nationality. 




14. — The Normans. — About the beginning of the loth 
century the northern coast of France was invaded by other bands 
of Northmen under their sea-king, Rollo. They entered the 
Seine, and soon appeared before Paris. They, becoming too strong 
to be driven from the country, were granted by the king of France 
the province henceforth known as Normandy, and the people as 
Normans, a softening of the name Northmen. These people soon 
became French in civilization, language and religion. Within a 
century after their settlement in France they were the most 
cultured peoole of Europe. 



OUR ANCESTORS FROM THE NORTH. 23 

III 1066, about a century and a half after their settlement in 
Normandy, they invaded Kngland under their I3uke, William. 
At the decisive battle of Ha.stings the power of the Anglo-Saxons 
was overthrown and the Duke of Normandy became William the 
Conqueror, king of England. 

After many generations these two races assimilated into one 
people and one language — modern England and the English 
language. From this it \vill be seen that in the veins of the 
Englishman of to-day flows the blood of the Anglo-vSaxon, the 
Norseman and the Norman, all of Teutonic origin, and all from 
the same cold northern region. America thus becomes, through 
her English ancestry, interested in these hardy forefathers of the 
North. 

15. — The Norsemen in America. — During the same two 
centuries of which we have been studying, other bands of these 
hardy sea rovers were active in other directions. 

Iceland. — About the middle of the 9th century a Norse 
ship was driven by a storm on the coast of Iceland, and thus, by 
chance, the existence of the island was made known to man. A 
' few years ago (1874) the people of Iceland celebrated the 1 000th 
anniversary of the settlement of their island. Within the next 
century after its settlement, these bold Icelandic seamen had 
found their way to the southern shores of Greenland, where, in 
the year yS6, a colony was established, which continued for 
several centuries. 

Vinland. — About the year 1000 A. D., the coast of Labrador 
was discovered, and Leif the Lvicky, son of Eric the Red, set 
out on an expedition to explore these newly found shores. 
Sailing southward along the coast for .some distance, he came 
to a country he called Vinland, from the great abundance of 
wild grapes growing along the shore. Vinland is supposed to be 
New England, but this is merely a Yankee "guess," as nothing 
is positively known as to the exact location of this "land of 
vines. ' ' 

An attempt was made to form a colony on the main land a^ 
North America, but through the hostility of the Indians, it was 
abandoned. Gradually this wild activity of the Northmen ceased, 



24 



A SCHOOI, HISTORY OF THE UNITED STATES. 



and the knowledge of America faded from the minds even of the 
Icelanders themselves. 

Map No. 5. 




Map of Norsemek. 
Shaded part shows scenes of activity of the Northmen during the two centuries from825-io25. 

Exercise on Map of Norsemen. 

The shaded parts show scenes of activity' of the Norsemen, 
825-1025 A. D. What direction is Normandy from Scandinavia? 
Normandy is part of what country? What sea is between Scan- 
dinavia and England ? Trace the movements of the Norsemen 
from Scandinavia to America. What two islands aided them in 
reaching America ? Do we know the exact locality of Vinland ? 
Where is it represented to be on the map ? Labrador is too cold 
for the growth of grapes. Why, then, is Labrador probably not 
Vinland ? What parts of France and England were the settle- 
ments and conquests of the Northmen ? 

The knowledge which the modern student has of these Norse 
expeditions to Greenland and to America was probably not 



OUR ANCESTORS FROM THE NORTH. 



25 



rv^ 




known to the Icelanders in 1492, though the source of this 
information was then in their possession 
in the form of the old Icelandic chron- 
icles, the contents of which modern 
investigation has made known to the 
world. These Icelandic chronicles are 
based on the "Sagas," the old Norse 
ballads. 

It is interesting for us to know that 
the Norsemen ate the wild grapes that 
grew along the shores of New England 
and shipped lumber from the pineries of 
Maine five hundred years before the 
Cabots saw that country. But tlie.se 
events play no part in the history of the 
American people, nor do they in any way 
form a link in the chain of the development of the United States 



OLD NORSE SEA-KING. 



Summary of Discoveries. 



A. D. 1000. — The Northmen in America. 

Twelfth to Fifteenth Centuries. — 300 years commercial 
prosperity of Genoa, Venice and other north Italian states. 
This commercial activity had its origin in the Crusades, and 
was ruined by the capture of Constantinople and by the 
opening of the new route to India by way of the Cape of 
Good Hope. 

1450. — The printing press first came into use. 

1453. — Constantinople captured by the Turkish Mohammedans. 

1453. — Cannon used in the .siege of Constantinople. The old 
feudal castles no longer safe before this new force. 

1470. — Columbus goes to Lisbon and soon after begins his 
twenty years' efforts to find means for reaching India by a 
western route. 

1473. — Death of Prince Henry of Portugal. 



26 A SCHOOL HISTORY OK THE UNITED STATES. 

1492. — (January) The surrender of Granada and the Moorish 
Mohammedans driven from Spain into Africa. 

1492. — (August 12) Columbus sails on his first voyage. (October 
2ist) America discovered. 

1493. — Columbus sails on his second voyage. 

1497. — John Cabot discovers North America. 

1498. — I. (May) Vasco da Gam a reaches India b}' way of Cape 
of Good Hope. 

2. (August) Columbus on his third voyage discovers the 
continent of South America. 

3. Sebastian Cabot sails for the first time along Ihe 
coast of the present United States. 

1500. — Cabral by accident discovers the coast of Brazil. 

1501. — Vespucius explores the east coast of South America. 

1 502-1 504. — Fourth voyage of Columbus. 

1506. — (May) Death of Columbus. 

15 1 3. — Balboa discovers the Pacific Ocean. 

15 13. — Ponce de Leon discovers Florida. 

1517. — Portuguese reach China by way of the Indian Ocean. 

1519-1522. — The Magellan expedition circumnavigates the earth. 



SPANISH DISCOVERIES, EXPLORATIONS AND CONQUESTS. 



CHAPTER III 



SPANISH DISCOVERIES, EXPLORATIONS AND CONQUESTS. 



ParalIvEi, Readings and Correlate Work. 

History: — Specific readings from Parkman's Pioneers of France in the 
New World; all of the first chapter. Also from the index list; Ponce de 
Leon; Narvaez, his expedition to Florida; Cabcza (de Vaca), his journey 
across the continent; Soto (Hernando de), his expedition to Florida and to 
the Mississippi River; his death. 

For general reference: Prescott's Co7iquest of IMexico. 

General readings: Old South Leaflets, No. 35, Cortez's account of the 
City of Mexico; No. 39, De Vaca's account of his journey to Mexico, 1535; 
No. 20, Coronado's letter to Mendoza, 1540; No. 36, The Death of De Soto. 

For class supplementary reading: Ellis's Stories from American 
History, pp. 40-46; Corbett and Content's Stories of the Three Americas, 
pp. 56-117- 

Historic Fiction:— Columbian Historical Novels, Vol. II.; Wallace's 
The Fair (lod. 

Geography. — The countries adjacent to the Gulf of Mexico and the 
Caribbean Sea; The physical features, products and people. The plateaus 
of Peru, of Mexico, of New Mexico and of Arizona. 



16. — The Semi=Civilized Indians. — Stretching from the 
Arctic Ocean to Cape Horn are the great highlands of the New 
World. The Rockies of North America and the Andes of South 
America are practically one system. These highlands cover the 
western half of both continents and form broad plateaus; these 
plateaus on the torrid belt are sufficiently elevated to temper the 
heat of the tropical sun, thus producing a delightftil climate 
through the year. Mexico is mainly a plateau of this nature, with 
a fringe of heat and fever-breeding low lands near the coast. In 
Peru and vicinity similar conditions exist. 



28 A SCHOOL HISTORY OF THE UNITED STATES. 

Centuries before the time of Columbus, the Indians on these 
plateaus had, under the favoring conditions of this climate, 
developed a civilization far in advance of that of any other Indian 
tribes. Good roads, large cities with well built temples, a sys- 
tem of religion (sun- worship), and well organized governments, 
are some of the indications of their progress towards a civilized 
mode of life. It is of interest to know that all the earlier civili- 
zations of the Old World also were formed under similar favoring 
conditions of climate. 

17. — Mexico; Corlez. — By the year 151 7, Yucatan had 
been discovered and some information about the shores of the 
Gulf of Mexico obtained by the Spanish. In 15 19 Cortez started 
on his expedition of discovery and conquest. He landed at Vera 
Cruz, and after burning his ships, pushed into the interior of 
Mexico. With but little difficulty he gained possession of the 
city of Mexico and, under the guise of friendship, seized Monte- 
zuma, the Emperor of the Aztecs, as the Indians of the Mexican 
plateau were called. While in the hands of the Spaniards, 
Montezuma, in attempting to quiet an insurrection among his 
own people, was accidentally killed by a missile from the hands 
of one of his own subjects. 

With great skill and energy Cortez overcame vast numbers of 
the Aztecs, who now attempted to drive the invaders from their 
country. By the year 1521 Cortez had fully established the 
Spanish authority in Mexico. It might be well to notice that 
just 300 years later (182 1) Mexico declared its independence from 
Spain. 

18. — Peru; Pizarro. — On the plateaus of Peru and vicinity 
lived a half-civilized race similar to that of Mexico. 

During 1532-33 Pizarro invaded Peru. Marching quickly over 
the mountains, he captured the principal Indian town. Both 
Pizarro and the Inca pretended friendship; but while the Inca 
and his followers were gathered in the public square, they were 
attacked by the Spaniards, and the Inca captured. He afterward 
purchased his liberty of Pizarro by giving large quantities of gold, 
said to be sufficient to fill the room in which he was confined, as 
high as he could reach. But Pizarro heartlessly put him to death. 



SPANISH DISCOVERIES, EXPLORATIONS AND CONQUESTS. 



29 



In due time these rich provinces were fully conquered and 
added to Spain. 

Spanish rule long ago passed from the American continent, 
but her religion, literature, civilization and her language remain 
with these Indians of Mexico and Peru. 

Events now bring us within the present boundaries of the 
United States, though the Spaniards are still the actors. 

19. — I)e Vaca; Coronado. — In 1523 a Spanish expedition 
of 400 men was wrecked near the mouth of the Mississippi River, 
Cabeza de Vaca and three companions being the only ones saved. 
These four men were captured by the Indians, and after wander- 
ing for a number of years to the westward, finally escaped and 





PUEBLO.— THE KIND OF "CITIES" COKONADO FOUND. 



found refuge among Spanish friends near the Gulf of California. 
De Vaca told about large Indian cities; but these "cities" were 
only pueblos of the half-civilized Indians living on the plateaus 
of New Mexico and Arizona. 



30 A SCHOOI. HISTORY OF THE UNITED STATES. 

With the hope of finding other rich cities and provinces in the 
country traversed by De Vaca, the governor of Mexico sent out 
an expedition of over a thousand men under the command of 
Coronado. He started from a point on the Pacific Ocean, and 
moved northward parallel to the Gulf of California until he 
crossed the Gila River. After discovering the Grand Canons of 
the Colorado, Coronado moved eastward to the Rio Grande. 
How much farther he went is not known. He was very much 
disappointed at the results of the exploration, as he found neither 
gold nor large cities, which he had, from the accounts of De Vaca, 
been led to believe were in that country. The pueblos which he 
did find were far from being great cities, nor were the pueblo 
Indians either rich or very far advanced in civilization. The 
results of this enterprise showed to the world the great extent 
of country stretching to the westward. Santa Fe, the second 
oldest city in the United States, was occupied by the Spaniards in 
1605; but the first real settlement was made a few miles north 
in 1598. Though this country has been settled for 300 years, it 
is the most thinly populated of any pert of the United States 
between Mexico and British America. The causes for this may 
be found in its physical condition. The elevation of the country 
and the surrounding mountains cause insufficient moisture, irriga- 
tion being the only means of producing a crop. 

20.— Hernando De Soto. (1538=43.) — At the same time 
that Coronado was traversing the plains of New Mexico and 
Arizona, Hernando De Soto, another Spaniard, was attempting 
the conquest of Florida, which at that time included all the 
southern part of the present United States. De Soto had been 
with Pizarro in the conquest of Peru and, like him, was a bold, 
cruel man. 

He started from Tampa Bay in 1539. His force consisted of 
six hundred men, more than a third of whom were mounted and 
completely armed. Beside an abundance of other stores of food , 
a herd of 300 swine was driven along with the expedition. The 
fact that they were accompanied by blood hounds maj^ indicate 
the cruel purpose of De Soto. The march northward and west- 
ward through the wilderness was slow and difficult, made more 



SPANISH DISCOVERIES, EXPLORATIONS AND CONQUESTS. 



31 



SO by the constant opposition of the Indians. Near Mobile a 
desperate battle with the Indians was fought, in which the Span- 
iards lost 80 men, and the Indians more than 2,000. Moving 
northward after the battle, the Spaniards reached the Mississippi 
River near the present site of Memphis, Tenn. For the first time, 
perhaps, this noble stream was seen by civilized man. De Soto 
crossed the river and continued westward for some distance, 
spending one winter among the buifalos from the western plains. 
Finally in discouragement he found his way back to the Missis- 
sippi, near the mouth of the Red River. Here he died, and in 
order to keep the knowledge of his death from the Indians, was 
buried by his followers in the river. Thus the river, the discovery 
of which makes hi'^ name famous in history, became his sepulchre. 




BUKIAL uF llh. SOTO. 



Only about one-half of all that started four years before, 
finally reached the Spanish settlements in Mexico. By this 
expedition the existence of the Mississippi River was made known 
to the world, but aside from this the enterprise was fruitless. 

For 250 years Spain claimed the Mississippi Valley through 
this discovery, but, as she was so absorbed in her conquest far- 
ther south, she neglected to hold b}' settlement, what she claimed 
by discover^'. 

It is interesting to notice three rather remarkable facts: (i) 
that the Spanish conquests in both Americas were largely of the 
semi-civilized Indians; (2) that they were the only FvUropean nation 
that came in contact with these Indians; (3) that the Spaniards 



32 



A SCHOOL HISTORY OF THE UNITED STATES. 



were never successful in their efforts to subdue the savage Indians. 
It seems to have been a decree of the Fates that Spain should be 
kept south of the tropic of Cancer. She did make a few scattering 
settlements to the westward and in Florida, but they have long been 
a part of our nation. 

Map No. 6. 



/ATLANT/C 
/ OC£AN 




PA C / F / C 
O C E A N 



Map of Spanish Voyages and Kxplorations. 



SPANISH DISCOVERIES, EXPLORATIONS AND CONQUESTS. 33 

Exercise on Map No. 6. 

From what island did Cortez start on his expedition to Mex- 
ico ? What direction did he sail ? What direction did Pizarro 
sail ? Whence did he start? Why did Balboa call the Pacific 
Ocean the "South Sea?" Whence and in what direction did 
Ponce de Leon sail? Did De Soto cross the Mississippi River? 
Gold is still found in northern Georgia. Did De Soto reach the 
gold region ? This map represents a part of the region called the 
"Spanish main." Was it properly so called ? The bold English 
navigator, Sir Francis Drake, sailed through the Caribbean Sea 
and, like Balboa, saw the Pacific Ocean from the Isthmus. Other 
nations were forbidden by Spain to sail in these waters. Is it 
correct, then, to call Drake a bold navigator? 

Trace each of the routes indicated on the map. 

By the results of the Spanish- American war in 1898, Spain 
lost her last American pos.sessions, Puerto Rico and Cuba. 
Puerto Rico became a part of the United States; Cuba gained her 
independence under the protection of the United States. What 
island lies between Puerto Rico and Cuba? What island lies 
south of Cuba? 



34 A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER IV. 



FRENCH DISCOVERIES, EXPLORATIONS AND SETTLEMENTS. 



Parallel Readings and Correlate Work. 

History: — Specific readings from Parkman's Pioneers of France in the 
New World; Index List: Newfoundland, the fisheries of; Fort Caroline, 
taken by the Spaniards, massacre at; Melendez, his cruelty and treachery, 
slaughters Ribault and his men; Fort Caroline re-taken by Gourgues. 

Cartier reaches Quebec, visits Hochelaga (Montreal), winters on the St. 
Charles (Quebec), abandons New France. Champlain, founds Quebec, joins 
a war party, discovers Lake Champlain, meets and fights the Iroquois, 
ascends the Ottawa River, discovers Lake Huron, reaches the Huron Indi- 
ans, joins a Huron war part}', discovers Lake Ontario. 

General readings: Old South Leaflets, No. 17, Verrazzano's I'^oyage. 

For supplementary reading: Corbett and Content's Stories of the Three 
Americas, pp. 1 18-124. 

Historic Fiction: — Columbian Historical Novels, Vol. III. Mrs. Cather- 
wood's The Romance of Dollard. 

Geography: — The St. Lawrence Valley and the lower lake region. 



21. — The Fisheries of Newfouadland. — Within a decade 
after the discovery of America by the Cabots, the hardy fisher- 
men from Normandy, France, were found along the coast of 
Newfoundland. From that day to this — 400 years, nearl}' — these 
waters around the Gulf of St. I.,awrence have continued to fur- 
nish immen.se quantities of fish to feed the hungry millions of 
earth. 

The French, English, and other fishermen continued, dur- 
ing all the 1 6th century, to visit the fishing grounds in the region 
of the St. Lawrence Gulf; but aside from this, the coast of North 



FRENCH DISCOVERIES, EXPLORATIONS AND SETTLEMENTS. 35 

America remained for a century after the time of the Cabots, an 
uninhabited wilderness, St- Augustine, Florida, being the only 
spot where a civilized home could be found. During this cen- 
tury several attempts were made by both the French and the 
English to settle this country but all proved failures. 

Although the newly discovered lands had been divided by the 
Pope between Spain and Portugal, the French and English pro- 
posed to contest the decree. 

22. — The French in the North. — Verrazzano. — In 1524 
the French King sent out Verrazzano, who sailed up the coast 
of North America. He gave a full account of his voyage, but 
it is considered untrustworthy. 

James Cartier. — Ten years later another expedition under 
Cartier was sent out by the French. He explored Newfoundland 
and the Gulf of St. Lawrence, and even entered the St. Lawrence 
River. During his second voyage the next year, 1535, he passed 
up the St. Lawrence River as far as the present site of Montreal, 
where he spent the winter. This gave the French a claim to the 
St, Lawrence basin. 

Roberval. — A few years after this the French under Roberval 
attempted to make a settlement on the St. Lawrence near the 
present site of Quebec, but it proved unsuccessful. 

23. — The French in Florida. — (See maps, pages 115, 209.) 

Just 300 years before our great Civil War (1562-1565) some 
French Protestants made a settlement in Florida under the super- 
vision of Ribault. The first attempt was made at Port Royal, 
S. C. ; that failing, two years later a second attempt was made on 
the St. Johns River, Florida. The Spanish king, hearing of this, 
sent Melendez to destroy the colony. Before attempting to attack 
the French, Melendez built a fort, which was the beginning of 
St. Augustine (1565). The French unwisely left their own fort 
with no defenders but women and children, and sailed out to 
surprise the Spanish before they could properly fortify themselves. 
But the French were shipwrecked in a storm and were obliged to 
seek safety in the woods along the shores. In the meantime, 
before the shipwrecked Frenchmen could reach their own settle- 
ment, Melendez captured the French fort and cruelly killed men, 



36 



A SCHOOL HISTORY OF THE UNITED STATES. 




ja s 



^ ^ 



B S 



:- c & 



j: m 



FRENCH DISCOVERIES, EXPL,ORATIONS AND SETTLEMENTS. 37 

women and children in the settlement. Afterward by treachery, 
he j;ot into his power those who had been shipwrecked and were 
wandering through the woods, and without mercy slaughtered all 
but a very few. Near the remains of the slaughtered victims, 
about 700 in all, was placed an inscription: "We do this not as 
unto Frenchmen, but as unto Lutherans." 

According to the claims of the Spanish government, these 
French settlers were intruders, but the French king did not 
acknowledge this Spanish claim, and should, therefore, have 
called her to an account for this cruelty to his subjects, and for 
this insult to the French nation; but he did not. Gourgues, a 
private citizen and probably not a Huguenot, determined to 
avenge the cruel massacre of his countrymen. He secretly, and 
at his own expense, fitted out an expedition for this purpose. 
With the aid of the neighboring Indians, whom the Spanish had 
aroused to anger by their harsh treatment, he was successful in 
capturing all the Spaniards, except those in the fort at St. 
Augustine. After hanging his prisoners, he placed on a pine 
board the inscription: "I do this not as to Spaniards, but as to 
assassins." This was the last attempt of the French to make 
settlements in Florida. 

The Spanish were permanently established at St. Augustine. 

24. — Champlain. — The French, like the English, failed 
during the i6th century in all their efforts to plant permanent 
colonies in the New World. The French settlement at Port Royal 
was made in 1604. A French colony under Champlain was 
founded in 1608 at Quebec. At this place, 73 years before, 
Cartier had passed a winter, but the New World had been 
neglected and nearly forgotten amidst the strife of religious 
factions in Europe. 

Champlain, like all other explorers for the first 150 years after 
Columbus, was looking for a passage to the Pacific Ocean, and 
was not satisfied therefore with merely making settlements. He 
had heard from the Indians of a beautiful sheet of water to the 
southward, and thinking it might be the long- looked- for passage 
to the Pacific, determined to explore it. But this body of water 
lay in the immediate vicinity of the dreaded Iroquois, the invet- 
erate foes of the Algonquins of the St. Lawrence Valley. A 



,58 A SCHOOL, HISTORY OF THE UNITED STATES. 

great war party of Indians was therefore planned to accompany 
Chaniplain on his exploring expedition to the South, These 
Indians went forth with high hopes, as they believed that, with 
the aid of the white man and his terrible gun, they w^ere more 
than a match for their ancient enemy. 

A great fleet of canoes, filled with the Algonquin braves, 
sailed up the Richelieu River and Lake Champlain. When near 
the head of the Lake, they met a large body of the hostile 
Iroquois. At early dawn the battle commenced, but when 
Champlain fired into the ranks of the enemy, they fled in terror 
at the loud report of the gun and at its destructive effects. These 
Indians had never before seen a white man, nor had known the 
deadly effects of the white man's weapons of war. 

This was a great victory for Champlain and his allies, but it 
was also an expensive one, as from that day the Iroquois were 
the enemies of the French. In the wars that followed between 
the French on St. Lawrence and the English to the southward, 
these Indians were always on the side of the English. 

This lake, thus made known to the world, takes the name of 
its discoverer, " Champlain." 

The same summer (1609) that Champlain was exploring this 
lake, Henry Hudson, under the Dutch flag, sailed up the Hudson 
River. Thus within a period of a few weeks these two equally 
picturesque waters were first seen by civilized man. The relation 
of the.se waters to each other, their character and location, render 
them of special interest to the student of history. In our time 
they are the highways of an immense internal commerce that 
flows through their valleys. 

Not long after the settlement at Quebec, Montreal, the site of 
an important Indian village, was occupied by the French. The 
city takes its name from a lofty hill on the island, called by Car- 
tier " Mount Royal." 

After his journey to the south, Champlain passed up the 
Ottawa River and across the rugged lake region to Lake Huron, 
and was, probably, the first white man to look upon that body of 
water. From this place he passed southward to Lake Ontario, 
While in the region of this lake he was persuaded to join a war 



FRENCH DISCOVERIES, EXPLORATIONS AND SETTLEMENTS. 



39 



party of Indians against the Iroquois, in western New York. 
This party crossed Lake Ontario and made an unsuccessful attack 
on a fortified village. The only result was to add to the enmity 
of the Irociuois already aroused against the French by the first 
Champlain battle. 

25. — The Jesuits and the Fur Traders. — During the 
religious controversies in Europe, Loyola founded the Society of 
Jesus, an organization within the Roman Catholic Church. The 
members of this society are known as Jesuits. Missionary zeal 
and the fur trade combined to lead the French far into the interiot 
of the country; and before the close of the lyih century the Jesuits 
and the fur traders were found in all the Great Lake region of 
Wisconsin, Minnesota and Illinois. Though so early occupied by 
the French, the country was but thinly settled, even so late as 
the time of the French and Indian War. MiHtary and trading 
po.sts, and mission stations were the principal places held by the 
French. Little was done towards tilling the soil and making 
homes. This was especially true of the country occupied by the 
French, west of the St. Lawrence basin. 




SCENE ON LAKE GKORGE. 

The Jesuit missionaries exposed themselves to all the hard- 
ships and dangers necessary to reach the savages in their wild 
surroundings. They were willing to live much as the Indians 
did, in order to gain their friendship. In this way the Jesuits 
gained great influence over these wild natures, and many of the 
tribes embraced the Catholic faith. 

We shall have occasion to return to the French explorations 
and settlements when the development of the great northwest 
is studied. 



40 A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER V. 



ENGWSH EXPLORATIONS AND ATTEMPTS AT SETTLEMENTS. 



Parallel Readings and Correlate work. 

Biography;— Sir Humphrey Gilbert, Sir Walter Raleigh, Sir Francis 
Drake. 

"The Invincible Armada; " see any good general history, or history of 
England. 

Read Longfellow's poem, " Sir Humphrey Gilbert "; Macaulay's "The 
Armada." 

For supplementary reading: Corbitt and ConienVs Stories o/(/ie Three 
Americas, pp. 125-138. 

Fiction:— Kingsley's Westward Ho. 

Geography :— The Atlantic coast of North America. 



26. — In Europe. — Much of the time during the i6th and 17th 
centuries, dreadful wars were in progress in different parts of 
Europe. While the Spaniards were conquering and settling 
Mexico and Peru, the Protestant Reformation, under the teachings 
of Martin Luther, was making rapid progress among the Germanic 
nations of Europe. 

Protestant Holland had been a part of the Spanish dominion. 
Her effort to throw off the Spanish yoke resulted in a thirty- 
seven years' struggle for independence. England took the side of 
Holland, and the result was war between Spain and Great Britain. 
Spain sent against England the most powerful fleet that had, 
up to that time, ever sailed on any water; it was called the 
"Invincible Armada." In a running sea-fight in the English 
Channel, this powerful "Invincible Armada" was defeated and 
scattered by a much smaller fleet under Howard, Drake, Seymour 
and other skilled English seamen. The Spanish admiral, in his 



ENGLISH EXPLORATIONS AND ATTEMPTS AT SETTLEMENTS. 



41 



efforts to escape from his British tormentors, sailed with the 
remnant of his fleet around the coast of Scotland, but in a storm 
most of his ships were wrecked among the Orkney Islands. This 
was in 1588. 

Queen Elizabeth's reign over Great Britain extended from 
1558 to 1603, and becau.se it was, in many respects, the greatest 




RALKIGH. 



era in English History, it is known as the "Elizabethan Age." 
Bacon, Spen.ser, Shakespeare, and several other famous writers 
lived and wrote during this reign, and it is therefore also known 
as the " Golden Age of English Literature." This period is also 
made famous by the deeds of Sir Francis Drake, and by the 
efforts of Sir Walter Raleigh to plant colonies in America; it also 
marks the first active interest taken by the English people in the 
American continent. 

27. — English Attempt at Settlement. — Sir Walter 
Raleigh, a favorite of Queen Elizabeth, was first to see that Brit- 



42 A SCHOOL HISTORY OF THE UNITED STATES. 

ain's best policy was to colonize America with an English speak- 
ing people. He also introduced to the English people the strange 
American products, tobacco and potatoes; both soon came into 
general use throughout Europe. 

Raleigh — poet, historian and statesman — was, in many ways, 
worthy the famous age in which he lived. He was a zealous 
Protestant and, like Coligny of France, was ambitious to found 
a great Protestant nation in America. He received permission 
from the Queen to plant a colony in any part of the New World 
not already occupied by a Christian nation. He sent out several 
expeditions at great expense to himself, but all proved failures. 
One squadron of five vessels under his half-brother, Sir Humphrey 
Gilbert, was wrecked near the coast of Nova Scotia in a storm, 
and Gilbert himself lost. When last seen he sat reading in the 
stern of his small boat (not really large enough to be called a 
ship) and when hailed by another vessel he replied: "We are as 
near heaven by sea as by land." This was his last message to 
the world. 

Roanoke Island. — All the Atlantic coast between Florida and 
Acadia was named Virginia, in honor of the virgin Queen Eliza- 
beth, On this coast at Roanoke Island, North Carolina, a little 
colony was begun, under the patronage and expense of Raleigh. 
Had it not been for the wars then existing between England and 
Spain, this would in all probability, have been the first permanent 
English settlement in America. But for three years the settlers 
were neglected, and when succor did arrive, nothing could be found 
of those that had been left. What became of the little band re- 
mains a mystery to this day. Raleigh was unsuccessful in the im- 
mediate results of his efforts, but the stimulus given the great en- 
terprise was not lost. We must credit the success that followed a 
few years later to the energy of this active mind. After losing in 
all these efforts what would amount, in our day, to nearly a million 
dollars, he gave up the project as too great for any one individual, 
and surrendered his interest to a stock company of merchants. In 
1618 Rak-igh was beheaded by King James I., who succeeded to the 
throne at the death of Elizabeth; but it was Raleigh's good fortune 
to see a permanent settlement made at Jamestown before his death. 



ENGLISH EXPLORATIONS AND ATTEMPTS AT SETTLEMENTS. 43 

28. — British Attempts to Reach India. — Portugal had 
complete command of the East India route by way of the Cape of 
Good Hope. Spain had full control of the Gulf of Mexico, the 
Caribbean Sea, and the adjacent country. South America and 
its boundary waters were under the control of Portugal and 
Spain. It will thus be seen that all the other European nations 
were cut off from trade with India and China. This condition of 
things will account for the persistent efforts of the English to find 
a northwest passage to the Pacific Ocean. The continent of 
North America lay in the path of England; the hostile attitude of 
Spain and Portugal would not permit her to go around by the 
south, hence her efforts in the north. Rejecting the finest her- 
itage given to man — the North American continent — she vainly 
attempted to get around it. 

Frobisher was the first to make an effort to pass around the 
north of America but failed as have all others who have made the 
same attempt. There is a north-west passage, but it is never 
clear from ice. 

Gradually as the British sailors became more skillful and at 
the same time the power of Spain began to wane, the English 
seamen made bold incursions into the ' ' Spanish Main. ' ' 

29. — Sir Francis Drake was one of the boldest and most 
skillful English sea-captains ot his day. In several expeditions he 
was successful in capturing many of the Spanish ships loaded with 
rich products from Mexico and Peru. The Spanish had robbed 
the Indians, and were now in turn robbed by the English pri- 
vateers. Drake was so daring as to actually enter the Spanish 
harbors of Mexico, and also at a later period, of Cadiz, in Spain 
itself. This has been called "singeing the Spanish King's 
beard." 

Like Balboa, he had seen the Pacific Ocean from the isthmus 
of Panama while making one of his inroads into the Spanish 
waters. He vowed that he would sail its waters, and accordingly 
receiving authority from the Queen, he set sail in 1577 with five 
vessels. Passing through the straits of Magellan, he reached the 
Pacific Ocean with but one vessel left. He sailed along the 
western coast of South America, robbing and destroying the 



44 A SCHOOL HISTORY OF THE UNITED STATES. 

Spanish settlements in his way. Thinking it unsafe to return by 
the way he came, he sailed to the northward hoping to find a 
passage back into the Atlantic by some new route. He probably 
sailed as far north as the present state of Washington. It is 
supposed that he entered the harbor of San Francisco. Finding 
no passage to the Atlantic, he struck boldly westward across 
the Pacific, and making his way through its waters and the 
Indian Ocean, he rounded the cape of Good Hope from the east^ 
and sailed into Plymouth harbor, England, after an absence of 
three years. He had made a complete circuit of the earth. 

Queen Elizabeth visited the now famous navigator, and after 
dining with him on board the ship, knighted him as Sir Francis 
Drake. 

Cosnold, an English navigator, in 1602 crossed the Atlantic 
and sailed northward along the coast of North America, adding 
some information to that already known. 

Although more than a hundred years had passed since the 
Cabots sailed along the same coast, no settlements were to be 
found north of St. Augustine. This closes the first century of 
American history. The next century (1600- 1700) brings many 
changes; nearly all of the colonies are planted, the germ of the 
new nation of which we are all so proud, and of which the world 
hopes so much, began to develop. 

Synopsis of Discoveries and Explorations. 
1522-1602— »o Years. 

— Conquest of Mexico by Cortez, - - 15 18- 1 521 

— Verrazzano along the coast of North America, 1524 

— Conquest of Peru by Pizarro, - - - 1532- 1533 

— Cartier up the St. Lawrence, - - - 1 534-1 535 

— De Vaca's wanderings through New Mexico, 1 528-1 534 

— Discovery of the Mississippi River by De Soto, 1 539-1 543 

— Coronado in New Mexico, - - - - 1540- 1542 

— Huguenots in Florida, - - - . 1562-1565 

— Drake's voyage around the world, - - 1 577-1 580 

— Gilbert and Raleigh's attempts at settlement, 1 583-1 584 

— Gosnold's visit to Cape Cod, - - - 1602 



ENGLISH EXPLORATIONS AND ATTEMPTS AT SETTLEMENTS. 4o 




HOME OF THE CLIFF-DWELLERS. 



These ruins are found in the valleys and canons of the 
Colorado in Arizona, and of the Rio Grande. 



46 



A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER VI 



THE AMERICAN INDIAN. 



Parallel Readings and Correlate Work. 

Special readings from Parkman's The Jesuits in America. All of the 
introduction. Also, from Parkman's Conspiracy of Po7itiac, all of chapter I. 
The Red Man and the White Man in North America— UUis. 

Literature:— Longfellow's, "The Song of Hiawatha," (Selections). 
"The Bridal of Pennacook," — Whittier. 

Fiction: — Any of Cooper' s Leather Stocking Tales. A\so Rainona. — H.H. 







SCENE FROM INDIAN LIFE. 

30. — Origin. — The origin of the Indian race is not known; 
though many theories are advanced in regard to it, none are con- 
clusive or satisfactory. It is possible that many ages ago, some 
of the inhabitants of Asia or of Europe may have drifted to this 



THE AMERICAN INDIAN. 



47 



continent, and from these may have sprung all the Indian tribes 
Found in America. But judging from the evidence of myths and 
of language, the American Indian seems to have no connection, 
except the most .remote, with other races of the human family. 




RAIN-IN-THE-FACE. 



Sioux Indians. 

31. — The Indian Language. — It is estimated that not less 
than 450 different aboriginal languages were spoken in the two 
Americas; about 250 of these were in North America. At the 
base of all these numerous forms of speech, there lies a unity that 
seems to make it quite evident that they may be, and probably 
are all descendents from a single parent language. This peculiar 
feature of the Indian languages is what Professor Whitney 
calls "incorporative." We glean the following illustra- 
tions from the writings of this author. The Mexican Indian's 



48 A SCHOOL HISTORY OF THE UNITED STATES. 

name for goat is kwakwanh-tenisone, which means literally, 
head-tree-lip-hair; head-tree, meaning horns, and hair, meaning 
beard; hence we have the horned and bearded one. Also the 
noun, pronoun, and verb ideas are incorporated into one word, as, 
'I -flesh-eat;" or if for emphasis, the object is left to stand by 
itself, it is first represented by a pronoun in the verbal compound: 
as, "I-zV-eat, ihe flesh,'' for "I eat the flesh"; or "I it him- ^^v^ the 
bread, my son,'' for, "I give m}^ son bread." So also the noun, 
pronoun, verb, adjective, and adverbial elements may all be incor- 
porated into one word. The result is that some of the Indian 
words are very long as illustrated by the many Indian names 
found among our western tribes. This "incorporative" type of 
language is not wholly confined to the Indian speech, as a mere 
trace of it is found in some of the Old World languages; but it is 
the one general characteristic common to all Indian languages, 
and is, therefore, an evidence that all these various forms of 
speech had a common origin. 

Very little can be learned of positive value from the mythical 
element among the Indians. Among some of the tribes there 
seems to be a. tradition that the world was once destroyed by a 
flood, but aside from this there is but little in common with the 
Old and the New Worlds. 

32. — Religious Notions. — To the Indian mind, there 
dwelt in every stream and cataract, in every cliff and glen, in 
every bird and beast, in every tree and shrub, a mystic influence 
for good or ill. To him the sun was a god, the moon a 
goddess. 

This was nature-worship. In addition to this, he also saw 
above all forms of nature, many conflicting powers for good and 
evil. He caught, dimly, perhaps, the idea of a "Great Spirit" 
and a future existence. The above refers to the Indians of the 
north temperate zone. The half-civilized Indians of Mexico 
had more of a system in their worship, but a part of that system 
was the cruel practice of human sacrifice- The Peruvian Indians 
worshipped the sun, moon, and stars as deities; this religion was 
more mild in its character than that of Mexico, as human sacri- 
fices were not practised by the Peruvians. 



THE AMERICAN INDIAN. 49 

33, — Indian Character. — The Indians had a high sense of 
honor according to their ideas of duty; they were faithful to 
each other and to their tribe. They had a fortitude that mocks 
at the most cruel torments; they consider it an act of weakness to 
show any outward expression of pain. They were extremely 
thoughtless in regard to the needs of the morrow, often gorging 
themselves without thought of future famine as a result of their 
improvident acts. 

34. — Physical Characteristics. — Long, black, coarse hair 
and deficient beard are common to all the American tribes. They 
are usually known as of a copper color, but all variations of tint, 
from an almost white to a nearly black, may be found among 
them . 

35. — Government and Warfare. — Each tribe was gov- 
erned by a chief and a council. The assemblies were conducted 
with much formality, and in matters of importance, all of the 
warriors were consulted. On the war path each warrior, besides 
his weapons, carried a mat, and supported himself by hunting 
until he reached the enemies' countr}^ but from that time, no 
game was killed, no fire built, or shooting heard; all movements 
were made with extreme caution; they were not even permitted 
to speak, but communicated by signs and motions. If successful 
in attack, the savage fury of the victors, the hideous yells, and 
the grim faces besmeared with paint and blood, presented a hor- 
rible scene. Some of their prisoners were cruelly tortured before 
they were killed, while others were kept as slaves; but in many 
cases the younger prisoners were adopted into the tribe. 

36. — Home Life. — Nearly all the tribes cultivated Indian 
corn (maize), beans, and pumpkins, but they relied principally 
upon fish and wild game. All the labor was done by the women, 
while the men did the hunting, fighting and fishing. 

37.— The Habitations and Food of the Indians.— The 
homes of the Indians were mere huts generally of circular form, 
with a hole at the top, which served as an escape for smoke. 
Some tribes, as the Iroquois, had more pretentious dwellings; but 
even the best of them, among the savage tribes, were but rude 
structures. 



50 



A SCHOOL HISTORY OF THE UNITED STATES. 
Map No. 7. 




MAP OF INDIAN TRIBES. 



The words on the map ending in "an" or "ian" indicate families. Each 
family spoke a language of its own, varied by the dialects spoken by the 
tribes of each family. 

Exercises on Map of Indian Tribes. 
What is the position of the Iroquoian as related to the Algon- 
kians? Name the Indian tribes found in New England. To 
what great division do the New England tribes belong? We 
shall hear of these tribes, together with the Seminoles, Creeks, 
Cherokees, Illinois, Miamis, Sioux, Powhatans, Shawnees, 
Ottawas: locate each of these tribes, and state to what general 
division each belongs. Longfellow in his Hiawatha speaks of the 
Ojibwas; they are usually known as the Chippewas. Where was 
their home? Did they belong to the Sioux or the Algonkians ? 



THE AMERICAN INDIAN. 51 

The North American Indians had no beasts of burden before 
the advent of the white man. The horse, of which the Indians 
have since made so much use, was brought to this country by the 
Europeans. 

Maize, the potato, and tobacco were unknown to the Europeans 
before the discovery of America. Tobacco and maize were in 
general use among the Indians, maize being the principal vege- 
table food. 

Many medicinal, coloring, and other valuable plants were 
native to America, though the use of many of them was unknown 
to the natives. 

38. — Indian Tribes. — Along the North Atlantic coast were 
found three distinct branches of the Indian race: (i) the Algon- 
kians, (2) the Iroquoians, (3) the Southern, or Muskhogean. i. 
The Algonkians, nearly 40 tribes, were spread over the country 
between the Mississippi River and the Atlantic Ocean, as far 
north as Hudson's Bay. These all spoke the dialects of one lan- 
guage. The Virginia and New England Indians also belonged 
to this branch. 

2. The Iroquoians had their seat of power in New York 
state and the lower lake region. These New York Indians 
are known as the "Five Nations," and after a kindred tribe from 
the south had joined them they were known as the "Six 
Nations." There were fifteen tribes that properly belong to the 
Iroquoians. These Indians spoke the dialects of one language. 
In the study of the wars of the northern regions, we shall hear of 
them as the Mohawks, the Oneidas, the Onondagas, the Cayu- 
gas, the Senecas, the Hurons, and later the Tuscaroras. 

3. The Southern, or Muskhogean Indians will be known as 
the Creeks, Seminoles, Choctaws, Chickasaws, Yemassees, and 
Catawbas. In due time we shall hear of the great Sioux family 
and of the other savage tribes west of the Mississippi River. 

39. — The Mound Builders. — In the valleys of the Missis- 
sippi, the Ohio, and the Missouri Rivers are the remains of a 
supposed extinct race. They seem to have had a civilization in 
advance of the savage tribes of North America. These remains 
consist mainly of mounds of earth inclosing areas of some extent 



52 



A SCHOOL HISTORY OF THE UNITED STATES. 



and regularity of form. These are constructed of mingled earth 
and stone. They sometimes contain human bones, and seem to 
have been burial places for the dead. Others seem to have served 
as temples. These mounds vary in size from a few feet in cir- 
cumference to more than a thousand feet, some of them having 
an altitude of nearly a hundred feet. 

It is not positively known who built these mounds. Some 
find reasons for believing that they were built by the ancestors of 
the Indians, while others think that they were made by an extinct 
race. 




INDIAN SNOW SHOES. 



THB SETTI,EME>fT OF VIRGINIA. 53 



CHAPTER VII 



THE SETTI^EMENT OF VIRGINIA. 



Parax,i<el Readings and CorreIvATE Work. 

History: — Specific readings from Bancroft's United States History; 
Index List: Smith, Capt. John, in Virginia; Powhatan and Pocohontas; 
Bacon, Nathaniel, and Berkeley, Sir William. 

For general reading, Cooke's Virg^inia, the colonial period. Captain 
John Smith's The Settlement of Virginia. Coffin's Old Times in the 
Colonies, Chapters III. and XX. Supplementary reading, Corbett and 
Q.oni&nVs Stories of Three Americas, pp. 139-148; IBMxs's Stories 0/ Ameri- 
can History, pp. 80-91. 

Historic Fiction: — Columbian Historical Novels, Vols. IV. and VI. 
Butterworth's The Boys of Grecnway Court (The Boyhood of Washington). 

Geography:— Virginia and Maryland. 

Civil Government: — The county; its history; its economy in the State 
government; its officers and their duties. 



40. — Conditions in Europe and America. — We may 

take the year 1600 as the beginning of a new order of things on 
the American continent. 

In North America the i6th century had been one of discov- 
eries and explorations, but no settlements had been made north 
of Florida. 

We are now to study about the events of the 17th century, 
or to be more specific, the events extending from 1603 to 1693, 
a period of ninety years. In Europe great religious vicars and 
persecutions were in progress during most of the century, the 
results of which were to drive many people to the New World. 
In America it was a century of colonization. All of the 



54 



A SCHOOL HISTORY OF THg UNITED STATES. 



English settlements, except Georgia, were planted during this time. 

41. — Influences at Work in England. — We have seen 
how the ambition of Sir Walter Raleigh was to "plant an English 
speaking nation in America," and that he found the task beyond 
his ability. But it set the English people to thinking. 

Other influences were at work. The condition of the poor in 
England was distressing. The more thoughtful and humane 
citizens looked hopefully to the New World for a solution of this 
problem of povert}\ 

But there were other causes. Commerce brings wealth, but 
commerce implies trade, and trade must have two parties; hence 
the movement to establish settlements in America. 

42. — Two Companies. — In i6o6 a company was organized 
to which was granted by James I. , all the territory on the Ameri- 
can coast between the parallels 34° and 45°, and the islands within 
a hundred miles of the coast. This company was divided into two 
parts, known as the London Company and the Plymouth Company. 




MAP OF THE TWO COMPANIES. 



The Landoyi Company was granted the coast of North America 
from Cape Fear (Lat. 34°) to the mouth of the Hudson River 
(Lat. 41°); the Plymouth Company, the coast from the mouth of 
the Potomac River (Lat. 38°) to Nova Scotia (Lat. 45°). These 
grants extended in zones from the Atlantic to the Pacific. It will 



THE SETTLEMENT OF VIRGINIA. 65 

be seen that the country between the Hudson and the Potomac 
Rivers was open to both companies. This double part could be 
occupied by either company under the condition that no colonies 
should be planted within one hundred miles of each other. These 
charters provided that the settlers were to have all the political 
and civil rights belonging to free Englishmen at home; that the 
king should have one-fifth of all the precious metals that might 
.be found; that each colony should be governed by a council 
appointed by the king. 

At the time these charters were granted, and even for many 
years later, the extent of North America westvi^ard was unknown, 
hence the absurd provision that these grants should extend ' 'from 
sea to sea. ' ' 

A few years later the same provision was placed in the 
Massachusetts and in the Connecticut charters, and from this, in 
later years, these two states laid claim to some of our western 
territory because it lay within the belt of country granted in the 
charter. 

In 1607 each of these companies sent out a colony. The one 
sent by the Plymouth Company attempted a settlement near the 
mouth of the Kennebec River, but after remaining one winter it 
was abandoned on account of the intense cold. The colony sent 
out by the London Company succeeded in establishing the first 
English settlement. 

43.— Jamestown Colony. — This colony, consisting of 105 
men, sailed in three ships by way of the West Indies. They had 
intended to establish the new colony on Roanoke Island, the scene 
of the former failures, but by chance they touched the coast near 
the entrance to Chesapeake Bay. After exploring this charming 
locality for some time, they came to the conclusion that no 
country could suit them better. They selected a place for settle- 
ment on the river which they called the James in honor of their 
king, James I., and their new home was named Jamestown. 

Nearly one-half the colonists were "gentlemen," a gentleman 
meaning a man of good family, and unaccustomed to labor. 
Unfortunately, they looked with scorn upon all physical labor, 
and were therefore very poor material for colonists. They 



56 



A SCHOOL HISTORY OF THE UNITED STATES. 



Map No. 8. 
jamestown and st. mary's. 




PEN.NSYL\5i5vl 



NOR 



VIRGINIA AND MARYLAND. 



THE SETTLEMENT OF VIRGINIA. 67 

expected in a short time to be able to return to England well 
supplied with gold, which they hoped to find in abundance. 

The first summer at Jamestown was a terrible one for the 
colonists. The place they had chosen for settlement was in an 
unhealthy locality, and before the close of the season one-half of 
the settlers were swept away by disease, and had it not been for 
the kindness of the Indians who brought them food, the others 
also would have perished from hunger. 

Exercise on Map of Virginia and Maryland. 

Everything named on the map represents a scene of historic 
interest during some period in United States history. It would 
be well, therefore, to make a thorough study of this portion of 
our country. 

Locate Jamestown, St. Mary's, New Castle and Philadelphia. 
These were the first settlements of four different colonies. Of 
what was each the first settlement ? Give date of each settlement. 
Williamsburg was the old capital of Virginia. What is its rela- 
tion to the York and the James rivers ? What direction is it from 
Yorktown ? From Jamestown ? From Richmond ? Has Penn- 
sylvania access to the ocean ? Does it touch the Atlantic Ocean ? 
You will hear about Kent Island; locate it. 

Captain John Smith, the real leader at Jamestown, while 
exploring the country, was captured by the Indians. According 
to his own account, Powhatan, the most powerful Indian chief of 
that part of Virginia, determined to put him to death, and the 
Indian braves were ready with uplifted clubs to dash out his 
brains, when the chief's daughter, Pocahontas, sprang forward 
and begged her father to spare the white man's life. The 
maiden's appeal was successful and Smith was sent in safety to 
Jamestown. There has been some doubt expressed as to the 
truthfulness of Smith's story, but it is certain that Powhatan 
showed his friendship for the English, and afterward formed 
a treaty with them that was not broken while he lived. 
Pocahontas, who was a bright Indian girl, often visited James- 
town and showed a strong friendship for the colonists. She 
became a Christian and was received into the church under the 



58 



A SCHOOL HISTORY OF THE UNITED STATES. 



baptismal name of "Lady Rebecca." She soon afterward married 
John Rolfe, an English planter, and with him went to England, 
Lady Rebecca was received at Court with favor, though James, 
who was careful of the "Divine right of kings" had some doubts 
as to whether Rolfe had not been guilty of treason in presuming 
to marry a princess. This princess, Pocahontas, attracted great 




John smith. 

attention as the daughter of a Virginian emperor, and as one to 
whom the colonists had been indebted for many favors. She 
died while in England, leaving a son from whom some of the 
first families of Virginia trace their descent. 

Captain Smith explored the Chesapeake Bay and the rivers 
flowing into it. As ordered by the I^ondon company, he was 
looking for a passage to the Pacific Ocean; but the school boy of 
to-day knows how much the little bays and rivers of Virginia 
lack of being routes to India. Gold, not the tilling of soil, was 



THE SETTLEMENT OF VIRGINIA. 



59 




POCAHONTAS. 



the principal object of the first settlers. A ship load of glittering 
dust was sent to England, bnt it proved to be only "fool's gold." 

Communism a Failure. — For 
the first few years the settlement 
at Jamestown did not prosper. 
The land was worked in com- 
mon, and as there was no individ- 
ual ownership, everything raised 
was placed in a common store 
house, and the settlers drew from 
this as they had need. It was 
communism on a small scale, and 
the few who were willing to work 
were obliged to provide for the 
idle. It was not until a few 
years later, when each settler 
was given a plat of ground to 
own and to work for himself, 
that prosperity came to the settlement. 

44. — The New Charter. — The London company was dis- 
couraged at the small returns for the money it had spent; but 
many Englishmen were anxious to have the colony succeed for 
other reasons. Virginia seemed to be an open door of oppor- 
tunity for the relief of the poor of England. 

In 1609 a new charter was granted to the London company, 
and about five hundred emigrants were sent to America under the 
leadership of Sir Thomas Gates. In a storm one of the ships was 
wrecked on the Bermuda Islands. Unfortunately, Gates and the 
other leaders were on the wrecked vessel and were obliged to 
remain for several months on the.se islands. All but one of the 
other vessels reached Jamestown in safet}-. 

45. — Starving Time. — Soon" after the arrival of these imi- 
grants. Smith was compelled to return to England to receive 
medical treatment for a wound received by an accidental explosion 
of gunpowder. The colony was thus left with no one able to 
control the unruly settlers who passed a winter of great suffering. 
Of the 500 persons in the settlement when Smith sailed for Eng- 



60 A SCHOOL HISTORY OF THE UNITED STATES. 

land the autumn before, but 60 were alive the next spring. The 
hostile Indians, disease and starvation had done their work. 

On the Bermuda Islands abundance of food was found for 
Gates and the 150 men, women and children with him. The 
winter was pleasantly spent in that lovely climate in hunting and 
fishing and in building two vessels with which to carry them to 
Jamestown. When in May (16 10) Gates with his company 
reached the settlement, he found a scene of desolation. Seeing 
that it was hopeless to stay longer, he placed the few wretched 
people remaining on board two vessels found in the harbor and 
sailed down the river, hoping to find refuge and succor among 
the English fishermen on the banks of Newfoundland. But for- 
tunately they met near the mouth of the James, the fleet under 
Lord Delaware coming to their relief. He had brought abun- 
dance of supplies and a large number of settlers. This year 
(1610) is known as the starving time. 

Later Lord Delaware through ill health, was obliged to return 
to England. Sir Thomas Dale now took charge of the colony. 
It was during the administration of Dale that the communistic 
plan was abandoned, and tobacco began to be successfully culti- 
vated. The close of his administration found the colony firmly 
established and its success no longer in doubt. 

1619. — The year 16 19 will be remembered for two important 
events: the first meeting of the Virginia legislature, and the 
beginning of slavery. 

Up to this time the people of Virginia had had no voice in 
making the laws under which they lived. The governor and the 
council were absolute in power, subject only to the laws of Eng- 
land and to the orders of the king. During this year the leading 
citizens were called together by the new governor (Yeardley) for 
the purpose of making laws for the government of the colony. 
This was the beginning of self government in America. The Vir- 
ginia assembly came to be known as the House of Burgesses^ 
because the members were representatives of the borough, an 
English name for town ; but the boroughs in Virginia were at 
this time merely plantations. These boroughs soon developed 
into counties. We shall learn presently that in New England 



THE SETTLKMENf OF VIRGINIA. 61 

the township is the unit of government, while in the south it is 
the county. 

The western states as a rule combine the two systems. It will 
thus be seen that the two sections, north and south, take the 
nature of local government from the impulse given by the early 
settlers of New England and of Virginia respectively. 

46. — Beginning of Slavery in America. — During this 
year a Dutch man-of-war came into the port of Jamestown and 
sold to the settlers twenty African slaves. This was the bcginniyig 
of slavery in America. At this time slavery was nearly universal 
and even Christian nations seemed to see no wrong in it, or in the 
slave trade. Foreign slave-trade continued in America for nearly 
two hundred years but was abolished in 1808. Slavery after an 
existence in America of nearly two hundred fifty years disap- 
peared amidst the smoke of battle in the war of 1861-65. 

In addition to African slavery there existed for many years in 
Virginia a form of semi-slavery. Many white people were sent 
over from England to be bound out a certain number of years as 
apprentices to the planters. In order to relieve the crowded 
prisons of their criminals, shiploads of these unfortunates were 
sent to Virginia to be sold as slaves for a term of years; orphans 
and vagrants were also shipped to America for the same purpose. 
After serving their allotted time, these "indentured servants," as 
they were called, were set free. 

The two forms of slavery continued side by side for many 
years, but finally it became evident that African slavery was the 
more profitable, hence white slavery gradually disappeared. 

47. — Indian Massacres. — Virginia suffered from two Indian 
massacres, one in 1622, the other in 1644. For several years pre- 
vious to 1622, there had been unbroken peace with the natives. 
In their fancied security, the English had carelessly scattered in 
small settlements, or on plantations; they permitted the Indians 
to go and come among them without a thought of danger; but it 
proved a fatal confidence. Powhatan had died four years before. 
The new chief's hatred of the English, though carefully hidden 
under a mask of friendship, never slept. On the morning of the 



62 



A SCHOOL HISTORY OF THE UNITED STATES. 



fatal day set for the attack on the whites, the Indians came into 
the settlements as usual, professing great friendship; but at mid- 
day the massacre commenced. In one hour nearly 350 men, 
women and children fell victims to their savage treachery. This 
attack of the Indians would have been all but fatal to the English 
settlement in Virginia had it not been for the warning given the 
night before the attack by a Christian Indian, to the people of 
Jamestown. The people were hurriedly armed and warnings sent 
to all the settlements where it was possible to do so. As the 
Indians did not attack when they found the whites prepared for 
them, a large part of the people were thus saved. An extermin- 
ating war followed, many of the Indians being killed and the 
others driven back into the wilderness. 

The second massacre (1644) resulted as did the first one, in 
the total defeat of the Indians. There were Indian troubles many 
years later, but all serious danger from that source ceased by the 
overthrow and capture of the Powhatan chief. 

48. — Some English History. — The Stuarts. — The glorious 
reign of Queen Elizabeth closed in 1603, and 
James, the son of the famous Mary Oueen 
of Scots, was crowned king of England. As 
he was already king of Scotland, the two 
nations were thus under one ruler. The 
first four of the Stuarts had high notions 
about the "Divine right of kings." This 
meant that the king's authority can in no 
way be limited by the people, church or 
parliament. The rulers of this house were 
James I., Charles I., Charles II., James II., 
William and Mary, and Anne. The first 
four of these were so determined to rule 
England under these royal claims, that one 
of them (Charles I.) was beheaded, and 
another (James II.) was driven from his 
throne, while the other two succeeded in 
bringing only trouble upon themselves. 




THE SETTLEMENT OF VIRGINIA. 63 

King John, 400 j'ears before, had signed the Mag?ia 
Charta, granting the right of trial by jury, and resigning 
all right to tax his subjects without the consent of his 
parliament. 

James I. attempted to over-ride these ancient laws, but the 
House of Commons firmly continued to consider subjects which 
the king told them to let alone. So the struggle went on, 
but James I. died in the year 1625, before his enemies had 
gained their full strength. 

Charles I. held his father's idea of the "Divine right of 
kings," and was soon involved in difficulties with the Commons. 

49. — Puritanism in England. — The leaders in opposition 
to Charles I. were the Puritans. But who were the Puritans? 
During Elizabeth's reign a law known as "The Act of Uniformity' ' 
was passed compelling all the people, under penalty of a fine or 
imprisonment, to attend the services of the Established church, 
and forbidding anyone to conduct any other form of worship. 
Many of the Catholics fled to other countries, and a large number 
of Protestants refused to obey the law. Those who sought to 
live a purer life were called in derision ''Purita7is,y Many of 
these separated from the Established church, and were therefore 
known as "Separatists," or, as they would not conform to the 
established worship, they were called "Non- Conformists," or 
"Dissenters." Not all Puritans were separatists. Many Puritan 
non- conformists were fined and imprisoned for not obeying the 
law for uniformity of worship. 

SO. — The Civil War in England Begins. — The breach 
between Charles and his Parliament widened until civil war was 
the result. 

The nobles, the clergy of the English church, and a 
majority of the country gentlemen were on the side of the 
king; these were known at the time as Royalists and Cavaliers. 
On the side of Parliament were the tradesmen of the town, 
the great farming class, known as the yeomanry, some 



64 



A SCHOOIv HISTORY OF THE UNITED STATES. 



country gentlemen, and a few of the nobility. The oppon- 
ents of the king were called in derision "Roundheads," 
from the Puritan method of cutting the hair. Most of those 
in opposition to the king were dissenters. 

The final outcome of the civil war was the overthrow 
and death of Charles I. (1649). Cromwell, the great Pur- 
itan leader, was made ' 'Lord Protector 
of the Commonwealth." In 1660, two 
years after the death of Cromwell, the 
house of Stuart was recalled to the 
throne in the person of Charles II. 

51.— The Old Dominion.— To 
return to Virginia. The members of 
the London Company favored free gov- 
ernment. As a result, the first Vir- 
ginian Assembly was called together 
in 1 61 9. But the king did not like 
this, nor did he want to have the 
London Company in opposition to him- 
self. In 1624, the year before his 
death, he succeeded in having the 
Virginia charter repealed. By this act Virginia became a royal 
province, but the people still retained their right to make their 
own laws through the House of Burgesses. 

The Cavaliers in Virginia. — Kxcept for the short period of 
Indian troubles in 1644, Virginia prospered during the first fifty 
years under the royal government (1624- 1675). After the death of 
Charles I. the Cavaliers, as the Royalists were called, came over to 
Virginia in large numbers, so much so that society in the colony 
soon took on the characteristics of the new comers. Some of the 
most noted names in our history are those of these Cavalier immi- 
grants. George Washington, Richard Henry Lee, Payton and 
Kdmuiul Randolph, Madison, Monroe, Henr}' and Jefferson were 
descendants of these Cavaliers. As most of these immigrants had 
been country squires in England, living on large estates, with 
numerous servants about them, they naturally continued the 




CROMWELL. 



THE SETTLEMENT OF VIRGINIA. 



65 



same manner of living in America. There were no large towns 
in Virginia; these planters lived in comfort on their own estates, 
in large, roomy houses, protected against the Indians by pali- 
sades. Their chief product was tobacco. So important was it 
that the people used it as currency; the planters kept their 
accounts in it, debts and taxes were paid by it. 




WASHINGTON'S HOME. 



Virginia is so favorably situated for commercial purposes by 
means of her bays and navigable rivers, that many of the 
planters had their own warehouses and wharfs to which at stated 
periods, ships came to discharg-e their cargoes and to take on the 
tobacco and other products of the plantation. Washington's 
home at Mount Vernon is a typical illustration of these planta- 
tion homes. 

All needed supplies could thus be brought so readily to the 
very door of the planter that the necessit}' for establishing manu- 
factories in the colony was not felt, and as a result Virginia 
remained almost exclusively an agricultural community. 

52. — Sir William Berkeley was appointed governor of Vir- 
ginia by Charles I. in 1642. He remained in the colony until 
1677, when he was recalled by Charles II., because of his cruelty 
to Bacon's followers. During these 33 3'ears he was a man ot 
commanding influence in the colony, and during most of the time, 
he was its governor. Let us study his character. 

He was a typical Cavalier, courtly in manners, generous 
in his ho.spitality to all who came to him, a gentleman of refine- 
ment, but as we shall see, he was al.so a pitiless despot. He had 
no faith in the ability of the people to govern themselves, nor did 



66 A SCHOOL HISTORY OF THE UNITED STATES. 

he think it wise to attempt to fit thein, b}'^ education, for that 
duty; he was a firm believer in the Divine right of the few to 
govern the many. He was a bigot in religion, a king- worshiper 
in politics, and a tyrant in government. His own language will 
best express his opinion of education and the printing press: "I 
thank God there are no free schools, nor printing presses, and I 
hope we shall not have, these hundred years; for learning has 
brought disobedience into the world, and printing has divulged 
them, and libels against the best governments; God keep us from 
both." He was correct from his point of view; free thought is 
the enemy of despotic government, and he worshiped at the 
shrine of despotism. 

Berkeley governed the country for a quarter of a century with 
satisfaction to the great mass of people. Cromwell had permitted 
the House of Burgesses to elect the governors of Virginia, and 
for eight years Berkeley held no office, but when Charles II. came 
to the throne in 1660 he was re-instated as governor. As the 
House of Burgesses acted in harmony with his own views, he 
kept the same men in office for sixteen years, merely adjourning 
the house from year to year. 

63. — A Period of Adversity. — After fifty years of almost 
uninterrupted prosperity, we come to a period of adversity. 

(a.) The depression of trade caused by the enforcement of 
the English navigation laws. 

(5.) The king gives Virginia away to two of his favor- 
ites. 

(c.) The Indian troubles. 

(d.) Bacon's Rebellion. 

All these come within a period of ten years, with 1676 as a 
focal date. 

(a.) Depression of Trade. — The navigation laws had been 
passed during the time of Cromwell, but by his "wise neglect" 
Virginia was permitted to govern herself, and to trade with other 
nations as she saw fit. 

Under the reign of Charles II. these trade laws were re-enacted 
and rigidly enforced. By them heavy duties mu.st be paid 
both in America and in England. When a ship left the American 



THE SETTLEMENT OF VIRGINIA. 67 

port it must pa 5- duty, and on its arrival in England a tariff was 
collected on the goods it contained. Colonial products could be 
sent to England only, and in English ships manned b}- English 
seamen. The hands of the colonists were therefore tied. The 
price of tobacco, the planter's principal revenue, was almost 
nothing. This was the selfish policy both of the English gov- 
ernment and of the English merchants. By it Virginia was 
brought to the verge of ruin. Selfishness, as a rule, defeats its 
own purposes, and this proved no exception. 

{b.) Virginia Given Away. — At the time of these financial 
difficulties, the king granted to two of his favorites. Lords Arling- 
ton and Culpepper, all of Virginia "to be held by said noblemen 
for the space of thirty-one years." By this act of Charles II., Vir- 
ginia with her 40,000 inhabitants, who had been faithful to him- 
self and to his father, was given away as a man might convey 
his own estate to a friend. 

Through the vigorous protest of the Virginians these two 
favorites never came into full possession of this grant, but the 
transaction served to irritate the already unsettled condition 
of the people. 

(^.) Indian Outbreak. — In the midst of these difficulties 
came the third and last Indian outbreak. In the spring of 1676 
a large force was ready to march against the red men when 
Governor Berkeley disbanded the militia, giving as a reason that 
the colony was sufficiently protected by the forts. But the real 
reason was that the country was ripe for rebellion. There was 
danger that this force after disposing of the Indians, might turn 
on himself and his government and demand some unpleasant 
things. This the governor knew, and feared to have so large an 
organized force in the cokmy. 

{d.) Bacon' s Rebellion. — At this time a young planter named 
Nathaniel Bacon, who had come to Virginia a few years before, 
applied for a commission to march against the Indians, which 
commission was refused. Nevertheless, Bacon led his men 
against the Indians and routed them, driving them towards the 
mountains. But Bacon had no commission from the governor to 
organize forces and to fight the Indians; this to the old governor 



08 A SCHOOL HISTORY OF THE UNITED STATES. 

was rebellion. Berkeley with a mounted force started after the 
younK rebel, who at the time was fighting the Indians; but the 
whole colony rose against the governor and he was obliged to 
return to Jamestown. The old Cavalier for the time bent before 
the storm. He called a new House of Burgesses, and commis- 
sioned Bacon to go against the Indians. As soon as Bacon was 
gone, the governor proclaimed him a rebel. Bacon hastily 
returned to Jamestown, and after a short siege, captured and 
burned it. The governor finding the people against him, fled 
to the country east of the Chesapeake. Just at the height of his 
success. Bacon died of a fever. The people being now left with- 
out a leader, soon abandoned the struggle and returned to their 
homes. Berkeley now took bloody vengeance. "The white- 
haired Cavalier proved himself a tiger. The taste for blood had 
turned his head." Twenty-three persons were executed. When 
Charles II. heard of these executions he said: "That old fool 
has hanged more men in that naked country than I have done 
for the murder of my father." A few months later when the 
hated governor sailed from Virginia to England, bonfires blazed 
and guns were fired by the rejoicing people. Less than one 
year after the death of Bacon, Berkeley died of a broken heart 
because the king, whom he had so faithfully served, turned 
against him. Had he been as sensitive to the good will of the 
people over whom he had so long ruled, they and posterity 
would have accorded him a higher place in their regard. 

A century (1676- 1776) of peace and prosperity follows this 
dark period in Virginia's history. Our next visit will be during 
the stirring times of the Revolution. 



THE PLANTING OF THE NEW ENGLAND COLONIES. 69 



CHAPTER VIII, 



THE PLANTING OF THE NEW ENGLAND COLONIES. 



Parallel Readings and Correlate Work. 

History: — Specific readings from Bancroft's United States History; 
Index Titles: Bradford, Gov. William; Winthrop, Gov. John; Winthrop, 
the Younger; Hooker, Rev. Thomas; Eudicott, Gov. John; Eliot, Rev. 
John; Williams, Roger; Hutchinson, Mrs. Anne; Davenport, Rev. John. 

General readings: Fiske's The Beginnings of New England. Palfrey's 
History of New England. Coffin's Old Times in the Colonies, chapters 6, 
9, ID, II and 12. 

Old South Leaflets No. 7, The Charter of Massachusetts Bay, and No. 
8, Fundamental Orders of Connecticut; also Nos. 21, 22, 48-55, may be used 
with profit. Everett's Oration of 1824, The Pilgrims. Macaulay's Essay on 
Milton, Extract, The Puritans. 'E.&vWs Diary of Anna Green Winslow. 

Read Mrs. Heman's poem, "The Landing of the Pilgrim Fathers." 
Also Pierpont's "The Pilgrim Fathers." Holmes's "The Pilgrim's Vision." 

Supplementary reading: Corbett and Content's Stories of the Three 
Americas, pp. 157-162. 

Literature: — Longfellow's Miles Standish. Whittier's "The Exiles." 

Historic Fiction: — Mrs. Stowe's The Mayflower. Columbian Historical 
Novels, Vol. V. Austin's Standish of Standish, and her Petty Alden. 
Hawthorne's House of Seven Gables; and his Legends of the Province 
House (in Twice Told Tales). 

Civil Government: — Local self government; the town meeting. The 
civil township, or town; its history; its place in a republican form of gov- 
ernment; its officers and their duties. 

Geography: — The New England States. 



54. — The Pilgrims go to Holland. — During the same 
year that Jamestown was settled, a band of Puritan dissenters 
with John Robinson as their pastor, left England for the purpose 



70 



A SCHOOL HISTORY OF THE UNITED STATES. 



of making new homes in Holland where they could have freedom 
of worship. It was not until 1609 that these Pilgrhns finally 
settled at Leyden, Holland. 

Though these people had been persecuted at home, they were 
yet English, not only in language but in sympathy. England 
was their home; the Dutch, though kind to them, spoke a strange 
tongue, and had manners and customs foreign to them. After 
several years residence at Leyden they began to look longingly 
to the New World, where they could still be Englishmen and 
yet be free from religious persecutions. 




CANOPY OVER PLYMOUTH ROCK. COLE'S BILL, 

First Burial Place of the Pilgrims. 



Both the London and the Plymouth companies were anxious 
to plant colonies within their respective grants; the Pilgrims in 
Holland had no difficulty therefore in getting permission from 
either of these companies to make a settlement in America. The 
Dutch West India Company held out many inducements for 
them to make settlements near the Hudson River, the country 
then claimed by Holland; but being Englishmen they desired to 
remain such. 

5S. — The Pilgrims go to America. — [See Map, page 89.] 
Without permission from the king of England the Pilgrims 
determined to make a home in the New World. A part of them 



THE PLANTING OF THE NEW ENGI^AND COLONIES. 71 

remained in Holland with their pastor, John Robinson, while 
otliers sailed in the Speedwell from Delft-Haven, Holland, to 
Southampton, England. Here they were joined by other Pil- 
grims from England in the Mayflower. 

After a few days delay at this port a start was made, but the 
Speedwell proving herself un-sea- worthy, both ships put back 
into the harbor of Plymouth. The more hardy and willing of 
both sexes were now placed on the Mayflower, "a floating village" 
of one hundred-two souls. This was a striking contrast to the 
first ship load of colonists sent to Jamestown, thirteen years 
before. The success of the New England colonies for the first 
:wenty years of their existence is also in striking contrast with 
the first twenty 3'ears of the Virginia colony. 

56. — The Landing of the Pilgrims. — After a voyage of 
sixty-five days the Mayflower was safely moored in the harbor of 
Cape Cod. But before any landing was made, a solemn compact 
for the government of the colony was framed and signed by all the 
men, forty-one in number. John Carver was chosen governor 
for the first year. A few days later, on the 21st of December, 
1620, an exploring party, including Governor Carver, Governor 
Bradford, Captain Miles Standish, Winslow, and others dis- 
covered Plymouth Harbor and chose it for a permanent home. 
This date is celebrated as "Forefather's Day," though it was not 
until four days later that the Mayflower was brought safely into 
the harbor and a final landing made. There were no friends to 
welcome them. Port Royal to the north and Virginia at the 
south were the nearest settlements. 

Here at the beginning of winter, on a bleak coast, in a 
severe climate, with a wilderness and lurking savages on one 
side, and the stormy Atlantic on the other, stood the Pilgrim 
Fathers, on a spot made forever famous by their heroic deeds. 
A monument to commemorate this event has been erected over 
a large boulder supposed to mark the place of the first 
landing. 

The place chosen for the settlement was well supplied with 
pure water from a brook flowing down the hill-side. The 
ground had already been ckared by the Indians for cultivation. 



72 A SCHOOI, HISTORY OF THE UNITED STATES. 

The first work was to put up a large building in which to store 
their goods and to furnish temporary shelter. It was only by 
the greatest exertions that the people were enabled to protect 
themselves from the severe New England winter. Some 
remained in the Mayflower until spring, others in rudely con- 
structed homes. 

Spring found but half the colony alive; the settlers' exposure 
to the cold and storms before they could be suitably housed 
resulted in wasting consumption and other lung difficulties. 
The want of proper food, though not a prime cause, increased 
the mortality. Some who passed through the winter of suffering 
lived to a ripe old age. Among those who died was Governor 
Carver. Governor Bradford was chosen to succeed him. Not- 
withstanding the great hardships during the first winter, when, 
in April following, the Mayflower sailed for England, not one of 
the colonists returned with it. 

57. — The Indians Around Plymouth. — As a precaution 
against the Indians, some cannon were placed on the hill near 
by, and the village protected by a stockade; but this was 
afterward found to be unnecessary. A year or two before the 
landing of the Pilgrims a great pestilence had swept away a 
large part of the Indians along the coast of New England. 

Before a place of settlement had been found, the exploring 
party were surprised by a shower of arrows falling among them, 
but no harm came from it. Aside from this, there were no 
hostile demonstrations from the Indians during the first critical 
period of the settlement. 

In the early spring, Samoset, an Indian who had learned a 
few English words from some fishermen along the coast of Maine, 
boldly entered the village and exclaimed in English, "Welcome, 
Englishmen." Through this Indian much valuable information 
was gained about the country and the neighboring Indian tribes. 
He also taught the settlers how to plant and cultivate corn, and 
in many ways aided the new comers. 

A little later, a treaty of friendship with Massasoit, the chief 
of the Wampanoags, was made. For more than fifty years this 
treaty was sacredly kept by both parties, and not until King 



THE PLANTING OF THE NEW ENGI^AND COLONIES. 73 

Philip's war (1675) was it broken. Massasoit had the best of 
reasons for making this treaty with the Knglish. 

To the west of Narragansett Bay lived the Narragansett 
Indians, who were the powerful foes of the Wampanoags. 
Massasoit thought it wise to have the English settlers his allies. 
Canonicus, the chief of the Narragansetts, sent a messenger to 
the Plymouth colony with a bundle of arrows bound together 
with a snake's skin. Governor Bradford understanding this as a 
token of hostility, filled the snake's skin with powder and balls, 
and sent it back to Canonicus; this had the desired effect; 
Canonicus concluded that he was unable to successfully fight 
Vv^hite men possessing such destructive weapons. 

58.— The Growth of the Plymouth Colony.— The 
colony at first grew slowly; at the close of ten years it numbered 
but 300 souls. For the first two years, "they had all things 
common," as at Jamestown thirteen years before; but in New 
England, as in Virginia, the communistic plan failed. 

After the third harvest there was no general want of food, 
and in the fourth year cattle were introduced. Rev, John 
Robinson did not live to reach the Plymouth colony, though 
he longed to do so. After his death his wife and children, with 
the remainder of his people, emigrated to America. 

At the close of the 20th year (1640) the colony numbered 
3000; at the time of King Phillip's war (1675) it bad increased 
to about 10,000. 

In 1692 it was annexed to the Massachusetts Bay colony of 
which it has ever since been a part. This was done by order of 
William III., king of England. 

During all the time of its separate existence as a colony , Ply- 
mouth had enjoyed perfect self government, bound only by the 
common law of England. Her people elected their own governor, 
legislature and judges. The same advantages were also enjoyed 
by the Ma.ssachusetts Bay colony, but when they were united by 
William III. he deprived them of the power to elect their own 
governor, though he still granted them charter privileges. 

59.— Massachusetts Bay Colony.— It will be remembered 
that the people who settled Plymouth were Puritan Separatists: 



74 A SCHOOL HISTORY OF THE UNITED STATES. 

the colonists of Massachusetts Ba>;, about whom we shall 
presently study, were Puritans, but not Separatists. The term 
"Pilgrim Fathers" is properly applied to the colonists of Ply- 
mouth only. Most of the Puritans in England, at that time, 
still retained their membership in the established church. 

There are in America and in England two general forms of 
church government, Episcopal and non- Episcopal. The Episco- 
pal churches have bishops. The non-Episcopal churches have 
no bishops. 

To return to England; the church of I'mgland is Episcopal in 
form and was therefore associated in the minds of the people with 
the king and his government. It was said "No bishops, no 
king." It naturally followed that the bishops with other church 




cfirf '^Jt- 



MAYFLOWER IN PLYMOUTH HARBOR. 



officers, and all who favored Episcopal church government, were 
royalists. On the other hand, the Puritans were against the 
tyranny of the king. The two great parties in England during 
the 17th century were the Royalist and the Puritan — the Cavalier 
and the Roundhead. Virginia was Cavalier, Royalist and Episco- 
pal; New England was Puritan, Republican and anti-Episcopal. 

In 1625 Charles I. was crowned king of England, and it soon 
became clear that he, like his father, had high notions as to the 
"Divine right of kings." He soon quarreled with the House of 
Commcms becau.se they would not vote him taxes for the support 
of the government. This tax- vote was withheld in order to 
compel the king to grant their own demands. The Commons 



THE PLANTING OF THE NEW ENGLAND COLONIES. 75 

knew that if the king could raise money by taxes levied by himself, 
he would soon be independent of parliament. In a fit of anger 
the king finally dissolved parliament, resolving never more to 
call it together. He did succeed in governing for eleven years 
without a parliament. It was during this troubled period that 
the Massachusetts Bay colony was securely planted in America. 
A number of Puritans of wealth and influence bought of the 
Plymouth Company a strip of country extending from three miles 
above the Merrimac River to three miles below the Charles River. 
This was supposed to include all of both rivers, thus carrying the 
claims of Massachusetts north to Lake Winnepesaukee, the source 
of the Merrimac River. During the year 1628 a colony of Puri- 
tans under Governor Endicott settled at Salem. The next year 
Charles I granted this company a charter under the title of 
"The Governor and Company of Massachusetts Bay in New Eng- 
land." By this charter the members of the company were to 
choose their own governor and all other officers. They could 
make their own laws if not in conflict with the laws of England. 

The leading Puritans, becoming discouraged at the out- 
look in England, determined to move the company to America 
and to take the charter with them, the king not seem- 
ing to object. In 1630 a colony of nearly 800 persons, with 
John Winthrop as governor, came to Salem. These people 
brought with them horses, cattle, farming implements, and 
all that was necessary for a prosperous colony. 

60. — Selllemenl of Boston. — The peninsula on which 
Governor Winthrop finally .settled was crowned by three hills, 
and was therefore for sometime known as Tri- Mountain, or 
'JVemont. The Indian name for the peninsula was Shawmul. 
Boston, so named from Boston, England, whence many of the 
emigrants had come, now occupies this peninsula. Though many 
died during the first few months, the colony prospered from the 
first. When the war between the Parliament and the king broke 
out, emigrativin to America ceased for a time, some even return- 
ing to England in order to help their friends against the king. 
But during the twelve years from 1630 to 1642, more than 20,000 



76 A SCHOOI, HISTORY OF THE UNITED STATES. 

Puritans had come to New England. Massachusetts Bay was 
covered with the sails of commerce; the hum of industry was 
ever)' where heard. 

Many of the settlers were university men; the clergy were, 
as a rule, highly educated. With such a community, education 
was one of the essentials of a happy, free and prosperous com- 
monwealth. The first care of the colonists was therefore to plan 
for the education of their children. Public schools were soon 
established. In 1636, only six years after the first settlement at 
Boston, Harvard College was founded. 

The Massachusetts Bay colony remained separate until 1692, 
a period of over 60 years. In 1692, it will be remembered, the 
Plymouth colony was, by order of William III., united to Mass- 
achusetts Bay colony and the two have since been known as 
Massachusetts. 

61. — Connecticut. — Connecticut is the English spelling for 
an Indian name, meaning Long- River. 

Many of the settlers along the sea coast were early tempted to 
the rich valley of the Connecticut. As early as 1633, some Pil- 
grims from the Plymouth colony sailed up the Connecticut and 
established homes and a trading post at Windsor. Ten years 
before this time, the Dutch had taken possession of the Hudson 
valley at New York and at Albany. 

These places were then known as New Amsterdam and Fort 
Orange. The Dutch, through the discoveries of Henry Hudson, 
claimed all the country as far east as the Connecticut River; they 
therefore considered the English settlers in the valley as intrud- 
ers. In order to keep the English out of the Connecticut valley, 
they had built a fort on the present site of Hartford. When the 
colonists on their way up the river to Windsor came near the 
Dutch fort, the commander ordered them to turn back, but 
heedless of threats, they continued up the river to their des- 
tination. 

The Dutch wanted to control the Connecticut valley and the 
Indian fur-trade that it brought them; with the liiiglish, the 
making of homes was the prime ol)ject, the fur-trade being of 
secondary importance. 



I THE PLANTING OF THK NEW ENGLAND COLONIES. 77 

Saybrook. — A short time before the settlement of Windsor, 
Lord Say-and-Seal, Lord Brooke and others had obtained a 
grant of the region about the lower course of the Connecticut 
River, extending from the Narragansett Bay westward to the 
Pacific Ocean. In 1635 John Winthrop, the sou of Governor 
Winthrop, built a fort near the mouth of the Connecticut, 
naming it Saybrook, in honor of Lord Say-and-Seal and Lord 
Brooke. This fort made it impossible for the Dutch to maintain 
themselves in the Connecticut valley, and in time they gracefully 
as possible yielded possession to the English. 

Hooker and Congregation Migrate to the Connedicnt Valley. — In 
Massachusetts the right to vote and to hold office was restricted 
to church members. Rev. Thomas Hooker, the pastor at Cam- 
bridge, believed that all the people, so far as possible, should 
have a part in the government; Governor Winthrop, on the other 
hand, thought that only the wisest and best should govern. 
Because of this difference the Rev. Thomas Hooker thought it 
best for himself and congregation to make new homes where the 
political air would be freer. 

During the mid-summer of 1636 Hooker and his flock made 
their way through the wilderness to the Connecticut River where 
they built the city of Hartford. The company consisted of about 
a hundred men, women and children. They drove their herds 
with them, and in part lived upon the milk from the cows. 

Another company had crossed the same wilderness the pre- 
vious fall, but had reached their destination so late in the season 
that the}^ endured great hardships and suffering. With renewed 
courage they now welcomed the new-comers under Hooker. 
Other parties of emigrants from the vicinity of Boston settled at 
Windsor, Wethersfield and Springfield. All of these places were 
for a time under the government of Massachusetts. 

Connecticut Constitution. — Three years after this migration 
the people of the three towns of Hartford, Windsor and Wethers- 
field met at Hartford and formed a written constitution by which 
they agreed to be governed. This little republic, known as Con- 
necticut, thus became the first state created by a written consti- 
tution, deriving its power from the people themselves. In this 



78 A SCHOOL HISTORY OF THE UNITED STATES. 

republic there was no restriction of suffrage to church members. 
This constitution said nothing of a king; it recognized no author- 
ity above the people but the Divine Ruler. It was practically 
the model of all the state constitutions in the American Union. 
It differed from a charter by which many of the colonies were 
governed, as it was a mutual agreement between equals. In 
1644 the Say brook colony was united to Connecticut, the two 
thus coming under one government. 

62. — New Haven Colony. — In 1638 a large company of 
Puritans including many wealthy men, came directly from Eng- 
land and settled at New Haven, on the north shore of Long 
Island Sound. These people were under the general leadership 
of Rev, John Davenport. 

Davenport and Hooker, though both Puritan divines and 
leaders, were in strong contrast, as were also their followers. 
Davenport was a conservative, Hooker a radical; Davenport went 
back to the old Mosaic lr\w for a model ; Hooker gave a model for 
free constitutional government. 

The rules for the government of the New Haven colony were 
based on the Bible. Death was the penalty for many offenses. 
None but members of the Congregational church could vote or 
hold office. In many respects the New Haven laws were like 
those of Massachusetts. 

Two years after the death of Cromwell, Charles II., son of 
the beheaded king Charles I., was placed on the throne of Eng- 
land. Goffe and Whalley, two of the judges who had condemned 
Charles I. to death, found a refuge in New Haven from the 
wrath of the new king. Davenport and the New Haven colonists 
openly aided and concealed them from the king's officers, who 
were never able to find the refugees. In order to punish the 
colonists for their kindness to the regicides, he annexed theii 
colony to Connecticut. 

63. — Rhode Island. — Roger Williams was a Puritan divine, 
but was not permitted to preach in Boston because of his radical 
views. He was afterwards employed for a time as a public school 
teacher at Salem, but through the influence of the people of 
Boston he was compelled to give up the work and return to the 



THE PLANTING OF THE NEW ENGLAND COLONIES. 




80 A SCHOOL HISTORY OK THE UNITED STATES. 

Plymouth colony. He still continued to make known his 
opinions, and so strong was the opposition to his teachings that 
it was determined to send him back to England. His request for 
permission to remain until spring was granted; but in mid- 
winter, a ship being about to sail for England, the authorities 
of Boston sent an officer to Salem, then the home of Williams, 
to arrest and place him on shipboard. Williams, learning of 
this order, fled through the wilderness to the region of the 
Narragansett Bay. In his flight he suffered much from the 
severity of the winter and, as he expresses it, "for fourteen 
weeks did not know what bread or bed did mean." The Narra- 
gansett Indians kindly received and sheltered him. Referring to 
their kindness he says, "The ravens fed me in the wilderness." 
(See I Kings, xvii, 6.) 

But what was all this trouble about ? Roger Williams taught 
that the office of a government is to restrain crime, but never to 
control opinions; to punish the guilty, but not to violate indiv- 
idual freedom of thought; to give equal protection to every form 
of religious belief, but to support none. The state should have 
no power over the soul to punish what might be but an error of 
conscience or of belief. The leaders of the colonies insisted on 
the presence of every man at public worship; Williams con- 
demned the law as unjust and unwise. Only church members 
were permitted to vote or to hold office; Williams said, "As well 
choose a physician because of his knowledge of theology." In 
soul matters, he would have no weapons. He affirmed that the 
doctrine of persecution for opinion's sake was clearly contrary to 
the teachings of the very One in w^hose name these persecutors 
were acting. He was the first among modon thinkers to affirm the 
great doctrme of the liberty of the i?itellect and of the conscience, and 
to assert the equality of opinions before the laiv. 

Many long, bloody religious wars were fought in Europe 
during the sixteenth and seventeenth centuries. In the long 
experience of man's inhumanity to man great numbers have 
suffered all manner of torture because of the efforts of those in 
authority to chain the intellectual and spiritual powers of man. 
These persecutions were not confined to one nation nor to one 



THE PI.ANTING OF THE NEW ENGLAND COLONIES. 81 

church; it was the general idea that any opposition to the state 
religion was treason to the state. The very Puritans, who left 
their homes to seek freedom of worship in the wilds of America, 
were not willing to grant in New England what the}' had de- 
manded in Old England. 

The principle of toleration, as taught by Roger Williams and 
put into operation in Rhode Island, has now become the practice 
of all the more enlightened Christian nations of the world. The 
old has passed away like the memory of a dreadful dream. The 
people of our own America are as free in their intellectual and 
religious life as is the air they breathe. It is difi&cult for this 
generation to realize that the old days of persecution for opinion's 
sake ever existed. 

The idea of religious liberty was planted in good soil. The 
early settlers of New England soon became the most vigorous advo- 
cates of religious liberty and for the separation of church and state. 

During the same year that Hooker and his party settled at 
Hartford (1636), Roger WilliauLS founded a city which he 
called Providence in honor of God's providential care over him 
during his wanderings. According to Williams's sense of justice 
the land was purchased of the Indians. 

Mrs. Ajme Hutchinson held opinions quite different from the 
other settlers in the colony of Massachusetts Bay, and as a result 
of the violent theological discussions she was banished from the 
colony. She and some of her friends bought the island of Rhode 
Island from the Indians and settled at Portsmouth; soon after- 
ward Newport was built on the other end of the island. The 
colony around the Narragansett bay grew rapidly, as it was a 
refuge for "soul liberty." 

In 1644 the different settlements sent Roger Williams to 
England to procure a charter for the government of their colony. 
He was, through the strong influence and friendship of Sir Henry 
\'ane, successful in obtaining a ver}' liberal one, so liberal indeed 
that the state continued to be governed by it until long after the 
Revolutionary war. This charter was obtained of the English 
parliament, as the king and parliament were then at war. By 
its provisions the two settlements were uiiited under one govern- 



82 



A SCHOOL HISTORY OF THE UNITED STATES. 



mcnt under the name of "Rhode Island and Providence Planta- 
tions." The laws of the new colony granted perfect religious 
freedom to its settlers. 

Mrs. Anne Hutchinson having, a few years later, settled 
within the borders of the Dutch possessions, was, in her own 
home cruelly massacred by the Indians. 

64. — New Hampshire and Maine. — The early history 
of New Hampshire and Maine is closely associated with that 
of Massachusetts. 

Mason and Gorges obtained a grant of all the country between 
the Merrimac and Kennebec Rivers, and extending sixty miles 
into the interior of the country. Afterward Mason got posses- 
sion of the country now known as New Hampshire. He named 
it after his home, Hampshire, in England. Gorges claimed the 
country east of New Hampshire. Massachusetts also claimed the 
country; she finally got full possession of Maine by purchase of 
the heirs of Gorges. Maine continued a part of Massachusetts 
until 1820, at which time it became a separate state in the Union. 

A part of the followers of Mrs. Hutchinson settled in Exeter, 
near the towns of Dover and Portsmouth, which had already been 
settled by Mason's men. New Hampshire was for nearly forty 
years a part of Massachusetts, but in 1680 it became a royal 
province. The settlers of New Hampshire were, for a century 
and a half, troubled by the claims of Mason's heirs and assigns. 




INDIAN lURCH CANOE. 



THE COLONIAL CONFEDERACY OF NEW ENGLAND. S3 



CHAPTER IX 



THE COLONIAL CONFEDERACY OF NEW ENGLAND. 



Parallel Readings and Correlate Work. 

History:— Specific readings from Bancroft's History of the United 
States; Index List: Pequots, Indian war of; Philip, King Philip's war; 
Quakers, persecuted by New England; witchcraft in Salem. Lodge's The 
Colonies. Earle's The Sabbath in Purita?i New England. 

General readings: Coffin's Old Times in the Colonies, chapters 15, 17, 
21 and 25. Larcom's A New England Girlhood. 

Old South Leaflets No. 19, The Bill of Rights. ' 

Read Longfellow's "New England Tragedies," and Whittier's "The 
Witch's Daughter." 

Historic Fiction:— Columbian Historical Novels, Vol. VIL Austin's A 
Nameless Nobleman, and Dr. Le Baron's Datighters. 

Civil Government:— The State Government; the officers and their 
duties; the three departments of government — legislative, executive and 
judicial; the duties of each of these departments. 



65.— The Colonial Confederacy. — Twenty years — from 
1620 to 1640 — mark the colonizing period of New England. Its 
future history concerns itself with the growth of that which had 
already been planted. 

In 1643, Plymouth, Massachusetts Bay, Connecticut, and New 
Haven formed a confederacy' for mutual protection against the 
Dutch on the Hudson, the French on the St. Lawrence, and the 
Indian tribes in their midst. They had also in mind any po-ssible 
changes in the English government that might be against their 
interests. Rhode Island wished to join the confederacy but the 
other colonies would not consent, because, as they claimed, 
Rhode Island had no charter. The real cause was, as we might 
suspect, the hostility of the other colonists to the liberal govern- 
ment of their little neighbor. 



84 A SCHOOL HISTORY OF THE UNITED STATES. 

The Saybrook settlements had been absorbed by Connecticut. 
New Hampshire was, at this time, a part of Massachusetts. 
Maine was also claimed by Massachusetts, and could not there- 
fore be admitted to the union. 

This union of the colonies lasted for nearly fifty years. This 
confederacy, though not strong, had within it the germs of our 
present federal union. 

66. — Colonial Governments. — There were three general 
forms of colonial government: (i) the royal, (2) the charter, (3) 
the proprietary . 

Under the royal government, the governor was appointed by 
the king, but all the other officers were elected by the people. 
The people of the colony were permitted to make their own laws, 
subject to the veto of the governor or of the king; these laws 
must also be in harmony with the English constitution and laws. 

Charter Govehiment. — A charter, as known in our early 
history, was an instrument in writing executed in due form, 
given by the king (or some other supreme power) bestowing gov- 
ernmental rights and privileges upon a company or a colony. 
Most of the charters were practically constitutions. Both the 
Connecticut and Rhode Island charters were so liberal and satis- 
factory that they remained in force as constitutions long after the 
Revolutionary war. The Connecticut charter gave the colonists 
full power to govern themselves. They were permitted to choose 
all their own officers, to make their own laws, to inflict punish- 
ment or grant pardons, and in fact, to exercise every form of an 
independent government. The king had no veto on the acts of 
the colony. Connecticut was, except in name, independent. 
The charter of Rhode Island was equally liberal. Every person 
could at all times freely and fully exercise his own judgment 
and conscience in matters of religion. The principles of Hooker 
and Williams were made effective by these two charters. To 
Governor Winthrop, the younger, is due the honor of obtaining 
the Connecticut charter. 

Rhode Island had, it wdll be remembered, obtained in 1644, 
through the efforts of Roger Williams, a charter from the British 
parliament. When the house of Stuart was restored to power 



THE COLONIAL CONFEDERACY OF NEW ENGLAND. 85 

in England in the person of Charles II., Rhode Island sought 
and obtained a new charter. 

Massachusetts, Rhode Island and Connecticut afterward lost 
their charters for a time, as the result of the Andros usurpation. 
How they got them again we shall see presently. 

Proprietary Gover7unent. — Under the proprietary plan of 
colonization and government, the proprietor, in a sense, took 
the place of the crown, and was also at times governor of 
the colony. The king granted to an individual, or individuals, 
exclusive privileges of ownership and of government to an 
extensive tract of country. This grant was in the nature of a 
charter given to the proprietor. Settlements were made under 
the general management of the proprietor. The settlers were 
permitted to make their own laws and to choose all the officers 
of the colony below the governor or deputy governor. 

Maryland and Pennsylvania were good illustrations of this 
form of government. 

67. — Local Self=Government. — In New England it was a 
common practice for a congregation with their minister to migrate 
and settle in a body, thus forming little communities and republics 
of their own. These companies after building homes for them- 
selves, built a house of worship, which could be used either as a 
church or as a town hall, as necessity determined. 

These centers, containing the public meeting house, were usu- 
ally surrounded by a farming population extending over a country 
six or eight miles square ; these divisions of territory were called 
townships, or towns. Thus in time. New England became 
settled by numerous self-governing communities. 

At the present time there are two general forms of local self- 
government in the United States: in one, the township (or town) 
is the unit of government; in the other, the county. The town- 
ship system has its origin in New England; the county, in Vir- 
ginia. The New England states have always been organized 
into counties, but the real power is centered in the town meetings. 

The southern states follow the example of Virginia, making 
the county the smallest territorial division for the purposes of 
government; the town meeting is unknown in the south. Some 



86 A SCHOOL HISTORY OF THE UNITED STATES. 

states, like Illinois, have both systems. Mo.st of the northwestern 
states adopt the New England plan. In the township system, 
the highest officer in the town is usually known as supervisor. 
The supervisors from the different towns compose the county 
board. By the county plan, the civil township is unknown, and 
the county commissioners are elected by the general vote of the 
county. 

68.— The Indians of New England.— The New England 
tribes all belonged to the Algonquin branch of the Indian race. 
The Wampanoags occupied the country between Cape Cod and 
the Narragansett Bay. Massasoit and his son, King Philip, were 
of this tribe. The Narragansetts lived near and to the west of 
Narragansett bay. The Mohegans occupied the valley of the 
lower Connecticut; they were always friendly to the whites. 
Between the Narragansetts and the Mohegans, near the Thames 
River, dwelt the Pequots. North of the Mohegans, in central 
Massachusetts, were the Nipmucks. The Indians numbered in 
all New England, west of Maine, probably 25,000 men, women 
and children. 

An earnest effort was made by the whites to convert the 
natives to Christianity and to lead them to adopt civilized life. 
John Eliot was the great apostle to the Indians. He translated 
the Bible into the Indian language and taught them the methods 
of civilized life. But Eliot was not alone in this work. Many of 
the Indians living near the whites became Christians, and a few 
were well educated; but the red men as a whole repelled all 
efforts of the English to elevate them. 

The English were not wise in their treatment of the Indians. 
Without question, the natives were unjustly treated. 

69. — The Pequol War. — The Pequots were a fierce tribe, 
and a terror to all their neighbors. The Mohegans, who were in 
mortal fear of them, were pleased to have the English settle in 
the Connecticut valley; they would then have an ally and a pro- 
tector against their dreaded enemy. In the very year that 
Thomas Hooker and his company migrated to Connecticut 
(1636) the Pequots began their depredations against the whites. 
They made strong efforts to persuade the Narragansett Indians 



THE COLONIAL CONFEDERACY OF NEW ENGLAND. 87 

to join them in a general war against the settlers, but through the 
influence of Roger Williams, the old chief was persuaded to 
remain at home and to keep his tribe out of the war. The 
Pequots were thus left alone to fight the English. 

The war commenced by the murder of some w^hite men by the 
Indians. An expedition sent by Massachusetts against them 
was unsuccessful, and only served to arouse their savage nature. 
The Connecticut settlements were very much exposed, and con- 
sequently sufTered the most from the inhuman massacres. After 
a year's suffering, the Connecticut people concluded to put a stop 
to the savage work. An expedition of over a hundred white 
men, with a few Mohegan allies, all under the command of Cap- 
tain Mason was sent against the Pequots. This command also 
included a small force from Massachusetts under Captain Under- 
hill. Most of the Pequot warrors had fortified themselves in a 
circular palisade near the Mystic River. At earlj^ dawn Captain 
Mason surprised them in their fortified position. The Indians 
made a brave defense, and for a time victory was in doubt, but in 
the midst of the fight Captain Mason, seizing a fire-brand, threw 
it among the wigwams. The flames quickly swept through the 
light, combustible material and about 600 Indians, men, women 
and children perished, most of them by the flames; those who 
attempted to escape were shot down by the English and their 
Indian allies. The few who had survived the slaughter at the 
palisades attempted to escape to the Hudson, but were hunted 
down like wild beasts. Those that escaped death were either 
placed in other tribes or sold into slavery. Thus a whole tribe 
was quickly swept out of existence. 

The effects of this victory struck terror to the hearts of the 
remaining tribes, and for nearly 40 years peace reigned in New 
England. 

70. — King Philip's War. — During the long period of peace 
following the Pequot war, the whites were constantly encroaching 
upon the hunting grounds of the red man. Though the Indian 
received pay for his land, he never-the-less felt that he was 
being crowded out of his native home. The Indians gradually 
came into possession of many of the white man's w^eapons of war 



88 A SCHOOL HISTORY OF THE UNITED STATES. 

and became very expert in their use. The Pequots had been 
obhged to meet the English with their own crude weapons — the 
bow-and-arro\Y and the tomahawk; but now the savage had the 
white man's fire arms. 

A few 3'ears after the Pequot war Miantonomo, the chief of 
the Narragansetts, and friend of Roger WiUiams, had been 
captured and put to death by the Mohegans. Though the old 
chief had been a friend and ally of the English, they fully con- 
sented to his death, Miantonomo's son Canonchet, was now 
chief, and the fires of revenge for his father's death still smoul- 
dered in his breast. 

Massasoit, chief of the Wampanoags, who had always been a 
friend of the Pilgrims, had passed to the red man's happy hunting 
ground, and King Philip his son, was now the sachem. These 
were the conditions, when, in 1675, King Philip's war broke 
out. There are some reasons for believing that the three tribes — 
the Wampanoags, the Narragansetts, and the Nipmucks — had 
formed a conspiracy to drive the whites from the country. If 
such a conspiracy did exist, it would seem that their plans had 
not been fully matured when the war came. King Philip is given 
credit for uniting the Indian tribes against the whites, though 
this is questioned by some authorities. 

Exercise on Map of New England. 

Among what tribe of Indians was the Plymouth colony? 
Rhode Island? Connecticut? Where were the Pequots 'in rela- 
tion to the other tribes ? Did these tribes belong to the Iroquois 
or the Algonquins ? In what direction did the Hooker colony 
travel? What direction is Dover from Portsmouth? Exeter 
from Portsmouth ? In what colony were these cities ? Where is 
Boston in relation to Salem and Plymouth ? At which place was 
the first settlement made? the second? the third? the fourth? 
the fifth? the sixth? the seventh? the eighth? the ninth? 
Notice the northern boundary of Massachusetts; what were the 
north and the south boundaries as given by the Massachusetts 
Bay charter ? In what direction did Roger Williams flee ? From 
what place to what place? What colony was in most danger from 
the Pequot war? King Philip's war? 



THE COLONIAL CONFEDERACY OF NEW ENGLAND. 89 

Map No. 6. 




MAP OF NEW ENGLAND. 



90 A SCHOOL HISTORY OK THE UNITED STATES. 

The first Indian attack was a surprise to the people of Ply- 
mouth, but they acted promptly and bravely. Within a month 
the power of the Wampanoags was broken, and Philip, with a 
few of his followers sought shelter among the Nipmucks. 

Three thousand Narragansett Indians with a winter's supply 
of food, had stationed themselves in a strong palisade in the 
midst of a swamp, in Rhode Island. In December their fortified 
position was attacked by an army of looo white men, and after 
hard fighting, was captured. Over looo Indians were killed, and 
all that pertains to Indian home life, was destroyed. Victory for 
the whites seemed complete, but for nearly a year the savages 
continued to annoy. The Indians never fought in open battle; 
their war was one of ambush and surprises. Man}' villages 
were attacked and some captured. Settlements in all directions, 
even within a few miles of Boston, were laid waste. Large num- 
bers of the inhabitants fell victims to the scalping-knife and 
tomahawk. 

But the Indians were not a match for the sturdy New Eng- 
lander. Before the year 1676 all the principal chiefs, including 
Philip and Canonchet, had been killed; the few remaining 
hostile Indians were sold into slavery in the West Indies. The 
Christian Indians had all remained faithful to the English. 
Connecticut, through the loyalty of the Mohegans, had escaped 
the horrors of Indian warfare. The war was a dreadful scourge 
to New England. More than 600 settlers were killed and 
as many homes destroyed. The Indians continued to fight 
for two years longer in Maine, to which place the war had 
spread. All of New England west of Maine was now free 
from the red man, except the friendly Mohegans and the Chris- 
tianized Indians. 

71. — Trouble With the Quakers. — Nearly mid- way 
between the two Indian wars of New England, came the trouble 
with the Quakers. 

Quakerism had its origin in England through teachings of 
George Fox, a man of most excellent character. These people 
called themselves Friends, but their enemies in derision named 
them Quakers — a name now honored among men. 



THE COI.ONIAI, CONFEDERACY OF NEW ENGLAND. 91 

By their teachings they excited great alarm both in Kngland 
and America. They said "Follow the commands of the Divine 
voice in the soul." By this they seemed to throw off all external 
authority and to reject both the church and the Bible. To the 
Englishman of that day, it seemed a form of anarchy. The 
Puritan looked to the Bible for his authority; the churchman to 
his church; but the Quaker looked into his own heart. The 
people generally seemed to be afraid of free thought. The Friends 
used no title of honor; they took off their hat to no one, not even 
to the king himself; they observ^ed no sacraments in their wor- 
ship; they took no oath in a court of justice; they opposed all 
war. 

The first Quakers that came to Massachusetts were sent back 
without being permitted to speak to any of the people in Boston ; 
but they continued to come, though imprisonments and fines 
awaited them. Some of the Quakers were whipped, others 
branded with hot irons, still others had their ears cut off; but all 
to no purpose. Finally in their desperation, the officers of the 
colony hung four of the Quakers on Boston Commons, one of the 
four being a woman. But the heart and the better judgment of 
the people of Boston would have no more of it, and persecutions 
ceased. Smarting under their persecutions, some of the Friends 
did and said unwise things that irritated the Puritan leaders. 
But neither Massachusetts nor any other country has ever had, 
since that day, better citizens than the Friends have proved them- 
selves to be. During all these trials of the Quakers, Rhode Island 
was open to them, but they were not seeking an asylum, but an 
opportunity to proclaim their doctrine. 

72. — The Witchcraft Delusion. — In 1692, about thirty 
years after the persecutions of the Quakers, the witchcraft delu- 
sion broke out in Salem, Massachusetts. 

The strange conduct of two girls who were supposed to be 
bewitched, was the original cause of this witch-panic. At the 
beginning of the excitement all the supposed witches were old 
women, but soon neither age, sex, nor station was a shield 
against the charge of witchcraft. Before the wild frenzy had 
passed, twenty persons were executed as witches, one of them a 



92 A SCHOOL HISTORY OF THE UNITED STATES. 

clergyman in high standing. Besides those who were executed, 
150 men and women were in prison, and 200 others had been 
accused. No one was safe. By the very nature of the case, 
there was no way for proving one's innocence, when accused. 
The stupidity and horror of such justice soon dawned upon the 
mind of the people; the judges themselves were in danger of being 
accused; the spell was broken. 

In order to understand how these things could be possible, we 
must remember that the belief in witchcraft was, at that time, 
universal. Hundreds of innocent persons had been executed in 
England under this charge. Though the belief in witchcraft did 
not immediately cease to cloud the mind of intelligent men, these 
were the last victims in America under such charges. 

73. — Charles II, and New England. — Charles II. came 
to the throne of England in 1660. He was good natured and 
kind, but indolent and licentious. England under his reign 
became very corrupt, largely through his example. But he was 
capable of doing some generous things; he was the king that 
granted to Connecticut and Rhode Island their very liberal charters. 

Massachusetts was especially troublesome and oflfensive to him. 
About the time he came to the throne, Massachusetts was 
involved in trouble with the Quakers. He denied the right of 
the colony to execute them, and commanded that they should be 
sent to England for trial. Massachusetts paid no attention to his 
order. She was ordered to permit the Episcopal form of worship 
in the colony; the order was unheeded. Massachusetts claimed 
the right to rule the settlements in New Hampshire and Maine; 
the English courts decided against the claims of Massachusetts. 
Massachusetts then bought Maine of the heirs of Gorges; the 
king still denied her claim to Maine, and made New Hampshire 
a royal province. It became more and more difficult to keep up 
the early Puritan plan of a purely religious state. A majority 
of the men by this time were not church members, and they 
began to feel the injustice of not having a voice in the govern- 
ment. So the quarrel went on until through the influence 
of the king, the courts in 1684 declared the charter of Massa- 
chusetts void. Thus was destroyed the government that had 



THE COLONIAL CONFF.DERACY OF NEW ENGLAND. 93 

lasted 55 years, but before the new government could go into 
force the king died. 

74. — In England. — On the death of Charles II., his brother, 
the Duke of York, became king under the title of James II. 
The new king was, in many ways, unfitted to rule the stubborn 
English people. He was a man of narrow views and despotic 
government. His reign was less than four years — short and 
inglorious. 

His daughter Mary had married his nephew, William, Prince 
of Orange, of Holland. William and Mary were invited by the 
English people to become the rulers of Great Britain. When 
William landed in England with a small Dutch force, James fled 
to France. Parliament declared William III. and Mary II. joint 
rulers. The Parliament passed, and William and Mary signed 
the famous Bill of Rights, by which the nation has ever since 
been protected against the tyranny of her rulers. This change of 
government is known as the "Glorious Revolution of 1688." 

75. — Governor Andros in America. — James II., on his 
accession to power, claimed that all the northern colonies were a 
part of the possessions of the king; that he had the right to make 
all the laws for the colonies, and to lay and collect the taxes with- 
out asking their consent. He united all the New England 
colonies, New York and New Jersey under one government, and 
placed Sir Edmund Andros as governor of the new dominion. 
All the separate colonial governments included in this new 
dominion were to be abolished and the charters revoked. 

Andros failed to get possession of the Connecticut and the 
Rhode Island charters. The story of his failure to get the Con- 
necticut charter is never too old to be repeated. The officers of 
the Connecticut government have met to surrender the charter to 
Andros; the charter lies on the table; suddenly the candles are 
blown out; they are relighted; the charter is gone. Where is it? 
Hid in the hollow of a large oak tree, ever since known as the 
Charter Oak. 

Andros made Boston his capital, and tried to follow the orders 
and the example of his royal master. The colonial legislatures 
were not permitted to meet; th(^ people had no voice in making 



94 



A SCHOOL HISTORY OF THE UNITED STATES. 



the laws; they were taxed without their consent, A rebellion in 
America would have followed had not the one in England made 
it unnecessary. When the news of the flight of James II. reached 
Boston, Andros was seized and thrown into prison. 

The old colonial government was re-established in Massa- 
chusetts. Connecticut brought from its hiding place the beloved 
charter. Rhode Island went on its way as of old, under the 
charter Andros never got possession of. William III. let Con- 
necticut and Rhode Island keep their old charters. Plymouth was 
annexed to Massachusetts of which she has ever since remained 
a part. Maine was continued a part of Massachusetts, but New 
Hampshire remained a separate royal province. Massachusetts, 
by her new charter, was permitted to keep her local self govern- 
ment with her town meetings, and to elect her own legislature 
and make her own laws; but the governor was appointed by 
the king. The English church, and other Christian churches 
as well, were granted freedom of worship. Others besides church 
members were permitted to vote and to hold office. 

These events bring us to the year 1692, and to the close of 
the epoch of settlement and the struggle for constitutional gov- 
ernment in New England. 




BLUER IIREWSTER'S CHAIR. 



CRADLE OF PEREGRINE WHITE. 



THS NEW NETHERI,AND. 9^ 



CHAPTER X. 



THE NEW NETHERLAND. 



Parallei, Readings and Correlate Work. 

History: — Specific readings from Bancroft's History of the United 
States; From Contents: New Netherland; Hudson sails up the North River; 
Trades with the Red men; the uncultivated wilderness; the change. 
Hudson's last voyage; the Dutch traffic in the North River; Peter Minuit 
buys Manhattan Island; privileges of the Patroons; Dutch monopoly of 
manufactures; the Swedes and Dutch contend for the Delaware; emigrants, 
Jews, Waldenses, Hugenots; grant to the Duke of York; New Netherland 
surrenders and becomes New York. 

Lodge's The Atnerican Colonies; Griffis's Brave Little Holland; and 
Campbell's The Puritans in Holland^ England and America. 

Supplementary reading: The Three Atnericas: pp. 149-156 and 163-171. 

General readings: Coffin's Old Times in the Colonies, chapters 13, 16 
and 23. Tuckerman's Peter Stuyvesant . 

Literature:— Irving's Knickerbocker's History of New York (Descrip- 
tion of the Dutch Governors). Also Rip Van Winkle and Legend of 
Sleepy Hollow. 

Geography:— New York State and vicinity. 



76. — Henry Hudson. — In 1609 Henry Hudson, an English- 
man in the service of the Dutch East India Company, in his 
search for a passage through America to India, by chance, 
entered the noble harbor of New York. Hudson and his crew 
were the first white men to set foot on Manhattan Island, the 
Indian name for the island on which stands the great city of New 
York. Stopping at times to traffic with the Indians, Hudson 
slowly made his way up the beautiful river that now bears his 
name. The "Half-moon" with her Dutch sailors was a wonder 



9t. 



A SCHOOL HISTORY OF THE) UNITED STATES. 



to the natives. Never before had white men been seen by them. 
For more than a century the memory of this visit was preserved 
among the Indians living on the banks of the Hudson. During 
the same summer that Hudson entered the southern boundaries 
of the present state of New York, Champlain was exploring the 
northern part along the shores of Lake Champlain. The French 
were in the north, the Dutch in the south. Which shall possess 
the country ? neither, as we shall see. The Dutch named their 
new dominion Nezv Netherla7id, in honor of their native land. 




SCENE ON THE HUDSON. 



77. — Holland. — The Netherlands was the name applied to 
the low country along the coast of Europe from the Zuyder Zee 
southward, and included what is now Holland and Belgium. 
The Dutch Republic, also known as The United Netherlands, 
included what we now know as Holland. 

All of this country had been a part of the vast dominions of 
the Spanish king, but when the Inquisition was introduced into 
Protestant Holland, the people rose in rebellion against the 
Spaniards. The Dutch Republic was soon afterward organized, 
with the famous "William the Silent," Prince of Orange, as leader. 
For thirty-seven j'ears the struggle continued ; but the Dutch finally 
won their independence. The very year that the "Half-moon" 
spread her sails on the Hudson, Spain made a truce with Holland, 



THE NEW NETHERI/AND. 97 

which resulted in peace, and the final independence of the United 
Netherlands. The southern provinces, though largely Catholic, 
united with the northern provinces for a time to gain their inde- 
pendence, but being unsuccessful, finally 3'ielded to the Spanish 
power; the Protestants of the southern provinces fled to Holland 
for protection. These refugees were known as "Walloons." 

78. — The New Netherland. — A few years after the dis- 
covery of the Hudson, Dutch trading posts were formed on 
Manhattan Island and on the present site of Albany, then known 
as Fort Orange, For some years the whole attention of the 
Dutch was directed to the fur-trade. 

In the spring of 1623 the ship "New Netherland" brought 
over thirty families, chiefly Walloons. Although trading-posts 
had been established for ten years, these were the first real set- 
tlers. Others soon followed. Unlike the settlements at James- 
town and at Plymouth, the Dutch colony on the Hudson was 
prosperous from the first. It was not until 1626 that Peter 
Minuit, the first governor arrived. Up to this time, the Dutch 
had no title of ownership to the lands they occupied. Governor 
Minuit, soon after his arrival, bought Manhattan Island of the 
Indians for about $24, which makes the price less than two mills 
per acre. 

At the southern end of Manhattan Island a fort was built; the 
place is still known as ' 'The Battery. ' ' A few years later, as a pro- 
tection against the Indians, a palisade was built across the island 
from river to river. This was for a long time the northern hmits 
of the city. "Wall Street," the great money center of the west- 
ern continent, now marks the line of the old palisade, or "Wall." 

Up to the year 1630, New Netherland grew but slowly. 
There were probably less than half a thousand white people, 
mostly Dutch and Walloons, in New Amsterdam at this date. 
It may be called the fur-trading period. The mink, the beaver, 
the otter had been of more interest and profit than the raising of 
corn, potatoes, or wheat. The Dutch gathered rich harvests in 
their trade with the Indians, who roamed, trapped and hunted 
over the wild country bordered by the Delaware, the Connec- 
ticut, and the St. I^awrence Rivers. Though the fur trade 



98 A SCHOOL HISTORY OF THE UNITED STATES. 

continued to be of much interest, this date (1630) marks the 
l)eginning of another epoch. 

79. — The Patroons. — Henry Hudson was in the service of 
the Dutch East India Company when he sailed up the Hudson; 
as he did not find what he was looking for, the company paid 
little attention to the newly discovered country. Gradually as 
the Dutch saw the importance and the value of the discovery, 
they beca:me interested, and chartered the West India Company, 
for the purpose of trade and settlement. This company in order 
to induce immigration, gave to any of its members special privi- 
leges. He who would within four years, plant a permanent 
colony of not less than fifty persons, should become the owner of 
the lands he might thus occupy. These lands might extend 
sixteen miles along one side of a river, stretching indefinitely into 
the interior; or, if they lay on both sides of the river, eight miles 
on each bank, making in each case, sixteen miles river frontage. 
But the lands must be purchased of the Indians. These owners 
were given the title of Patroon. The island of Manhattan was 
reserved to the company. That part of the state of Delaware 
fronting on the Delaware Bay was among the first lands taken 
under this grant. The southern part of New Jersey, Staten 
Island, and several large estates along the Hudson River were 
soon claimed by different persons under this provision. Probably 
the largest was the Van Rensselaer estate including Fort Orange 
(Albany), and extending along both banks of the river for a 
distance of twenty-four miles 

These patroons sent out from Hollarjd farmers, horses, cattle, 
and farming implements. These farmers were tenants, and were 
bound to remain on the estate at least ten years; they could not 
purchase any of the land as the owner would not sell; they were 
forbidden to manufacture any cloth, even the clothing worn by 
themselves, but must send to Holland for it; they were not per- 
mitted to fish or hunt on the patroon 's estate; they must sell the 
products of the farm to the land owners, if he so demanded. These 
great lords of the manor had almost absolute power over their 
tenant farmers. When the English came into power these land 
grants were renewed to the patroons by the payment of large 



THE NEW XETHERLAND. 99 

sums of money. As these great land holders preferred to lease 
their land, and sold grudgingly, estates increased both in number 
and in size as time went on. For 200 years this system continued 
in New York state without serious friction. These land kings 
in their stately mansions with troops of servants became famous 
for their courtly hospitality. They spent their winters in New 
York City. The tenants seldom saw the man who lived so 
grandly from the labors of their hands. But this could not con- 
tinue. About 1840 the anti-rent troubles began, and after a 
quarter of a century of strife in courts of law and in mob- violence, 
landlordism largely disappeared from the state. Thus ends the 
evils planted by unwise legislation in granting the large patroon 
estates. 

80.— The Swedes on the Delaware— 1638=1654.— The 
Dutch by Hudson's discoveries and by settlement claimed all the 
country between the Narragansett and the Delaware Bays. 
They called the Hudson the' North River, the strait between 
Long Island and Manhattan the East River, and the Delaware 
the South River. 

We have seen how they were crowded out of Connecticut 
valley by the English. Hardly had they lost tllis valley when 
a new danger confronted them in the south; the Swedes began 
to make settlements on the Delaware. Sweden had become 
through the fame of their great king and general, Gustavus Adol- 
phus, an important factor in the affairs of Europe. Though Sweden 
had no claim in the line of discovery or exploration, the Swedish 
king claimed the privilege of settlement for his people in North 
America in such parts as were not already occupied by other 
nations. Before his plans were matured, the king was killed in 
the battle of Lutzen. His prime minister however carried for- 
ward his master's plans, and as a result, the settlements on the 
Delaware were established. This was the beginning of the state 
of Delaware, which was called at that time New Sweden. For 
several years these settlements were undisturbed. 

81. — The Dutch Governors. — New Netherland had four 
governors. The first, Peter Minuit, was also the first governor of 
New Sweden. 



100 



A SCHOOL HISTORY OF THE UNITED STATES. 



Irviiig's "Knickerbocker's History of New York" gives an 
amusing description of Wouter Van Twiller, the second governor. 
William Kieft, infamous for his inhuman treatment of the 
natives, was the third governor. It was during his term of office 
that the first Indian outbreak occurred in New Netherland and 
he was the prime cause of the war. It was during this war that 
Mrs. Anne Hutchinson and family were massacred. 




STU\-\'ESANT. 



Peter Stuyvesant was the last, and by far the best governoi 
of New Netherland. He fitted out an expedition against New 
Sweden. The Swedes, knowing that to resist was useless, 
surrendered to the Dutch without fighting. Those who took the 
oath of allegiance to the Dutch Republic were permitted to 
remain in possession of their property; the others were sent to 
Sweden. 

The Dutch now had undisputed possession of that part of the 
country embracing the present states of New York, New Jersey 



THE NEW NETHERIvAND. 101 

and Delaware. But before another decade passed, New Nether- 
land was in turn to be overthrown by a stronger power. 

82. — The Government and People.— The people of 
Holland were, in many respects, in advance of the English. 
Education was nearly universal ; no one was persecuted because 
of his religious opinions; the people were active, intelligent, and 
capable of self government. Holland was an aristocratic republic. 
But in America the conditions were reversed; in matters of local 
self-government, the New England colonists had many advantages 
over those of New Netherland. The Dutch governors were 
nearly absolute in power. There were no town meetings or col- 
onial legislature, as in New England. Schools were not so free or 
universal. New Netherland, however, gave a hearty reception to 
the persecuted of every creed and of every nation. The Wal- 
loons from Belgium, the Huguenots from southern France, the 
Waldenses from the Alpine region, the Quakers from England 
and from New England, all found a welcome home among the 
Dutch settlers on the Hud.son. Many of the Puritans from New 
England also settled in New Netherland and brought with them 
their love of liberty and of self government. 

The people under the Dutch rule gradually became dissatis- 
fied with the arbitrary power of the governors. It is quite clear 
that this growing desire for free government was due to the 
presence of the New England people among them. A general 
assembly was called, and an appeal to the governor was issued, 
demanding that no laws should be enacted unless by the consent 
of the people. Stuyvesant, the stern old governor, would listen 
to no such propositions. He said, "If the election be left to the 
rabble, every man will vote for one of his own stripe; the thief 
will vote for the thief; the smuggler for the smuggler; fraud and 
vice will rule." Were the majority of the common people ("the 
rabble") law breakers, the governor's reasoning would be correct. 
Such men as governor Berkeley and governor Stuyvesant assumed 
that virtue rested alone with the ruling class. Hooker, Williams, 
Penn and Lincoln could trust the people. The latter group 
thought it safer to let the people go to the common school of 
experience; not all the problems would there be at first correctly 



102 A SCHOOL HISTORY OF THE UNITED STATES. 

solved, but the art of self government would be learned. Ignor- 
ance and selfishness are dangerous to a free government; but in 
free speech, a free press, a free church, and a free public school 
lies the only sure remedy. 

KxERcisE ON Map of New Netherland. 

The boundaries of New Netherland were never clearly defined, 
but the unshaded part of the map shows its general outline. The 
Dutch fur- trade extended even beyond the boundaries represented 
by the entire map. The country along the lower course of the 
Delaware River and in the region of the Delaware Bay was set- 
tled by the Swedes, and was, for a time, known as New Sweden. 
After its conquest by the Dutch under Stuyvesant, it was a part 
of the New Netherland, as represented on the map. By the dates 
given on the map it will be seen that several places on the Dela- 
ware were settled before Philadelphia. Locate these places and 
give dates of settlement. Why did Penn want Delaware as a 
part of Pennsylvania? Why was the Delaware called the 
"South" River? Why was the Hudson called the "North" 
River? Where is the "Kast" River? Is it properly a "river"? 
When did all this country fall into the hands of the English? 
What lies to the east of New Netherland ? What to the south ? 
Was it important that England should get possession of New 
Netherland ? Why ? New Jersey was for some time divided into 
two parts. Name them. When and where was the first settle- 
ment of East Jersey ? Of West Jersey ? Carefully locate every- 
thing named on the map. 

83. — End of the Dutch Rule in America. — Ten years 
later, when the English appeared before New Amsterdam and 
demanded its surrender, the people looked on with calm indiffer- 
ence, while governor Stuyvesant raged and fumed because he 
found none ready to aid in resisting the invaders. The people 
were ready to change masters as they had every reason to expect 
a freer government under the English rule. 

In the midst of profound peace between Holland and Britain, 
Charles II. had sent out an expedition against the New Nether- 
land. Stuyvesant was a brave man, but resistance was hopeless, 



THE NEW NETHERLAND. 
Map No. io. 



103 




NEW NETHERLAND AND VICINITY. 



104 A SCHOOL HISTORY OF THE UNITED STATES. 

and the province was surrendered to the English. Thus in the 
year 1664 the history of New Netherland closes, and that of 
New York begins. A few years later the country was captured 
by the Dutch and remained in their possession for more than a 
year, but at the close of the war between the two countries, it 
again came into the possession of England, The country thus 
wrested from the Dutch, was granted by the king to his brother, 
the Duke of York, who afterward became James II. New 
Amsterdam was changed to New York and Fort Orange became 
Albany, both named from the two titles of the new lord proprie- 
tor. Charles II. could grant a royal charter to Connecticut, 
giving privileges little short of complete independence, or rob a 
friendly nation of a great province, with equal facility. With 
the Dutch in possession of the Hudson valley, the English col- 
onies were cut in two; its capture was therefore, of the utmost 
importance to the English. Our own union of states could never 
have been complete with a Dutch community wedged in between 
the two parts of the nation. 

84. — The Governinenl of New York. — The people were 
disappointed in their new rulers; the Duke of York detested free 
government; the people were not permitted to have any voice in 
making their laws; it was a despotism until the overthrow of 
James II. But a better day was coming. When the Duke of 
York became king, he sent Sir Edmund Andros over as gov- 
ernor. New York was a part of the Dominion of New England 
under the Andros tyranny. When James II. fled from England, 
and Andros, his tool, was thrown into prison in Boston, New 
York also had trouble under Jacob Leisler, who seized the gov- 
ernment until the arrival of Governor Slaughter, who was sent 
out by William III. Eeisler was unwisely put to death. Wil- 
liam III. now gave New York a free government, permitting the 
people to elect their own legislature and to make their own laws; 
the governor was appointed by the crown. From this time (1691) 
until the Revolution, New York remained a prosperous royal 
province. 

85. — New Jersey. — The country between the Hudson and 
the Delaware was a part of New Netherland, it has therefore no 



THE NEW NETHERLAND. 105 

name or separate history until it came into the possession of the 
Duke of York in 1664. More than 40 years before this time, 
however, the Dutch had built Fort Nassau on the Delaware, and 
established a trading-post at Bergen, a little to the west of Man- 
hattan Island. Aside from a few isolated homes in the southern 
part near the Delaware, and in the region of Bergen, the country 
was a wilderness when it came into possession of the English. 

The Duke of York sold this part of his grant to Lord Berkeley 
and Sir George Carteret, who had been governor of the island of 
Jersey. New Jersey was divided by the proprietors into two 
parts, known as East and West Jersey, Carteret taking the east, 
and Berkeley the west. Carteret's settlements clustered around 
Newark in the region of New York, The settlers were largely 
Puritans and Scotch Presbyterians, drawn thither by the broad 
invitation of the proprietor. No restrictions of religious wor- 
ship were permitted. The people were allowed to legislate for 
themselves. Berkeley sold his interest to some English Friends. 
Quaker settlements were made on the Delaware in the region of 
the present site of Trenton. West Jersey soon became a prosper- 
ous colony. East Jersey finally came into the possession of 
William Penn and a number of his Quaker friends. But disputes 
over land titles became so numerous that the porprietors finally, 
in 1702, surrendered their rights to the English government. 
The whole of New Jersey was now united to New York under 
one governor, but the colony still retained its own legislature. 
Finally, about a generation before the Revolution, New Jersey 
was permitted to have her own governor and she thus became a 
distinct royal province. 

86. — Delaware. — Delaware was known at first as New 
Sweden. We have already learned of its settlement by the 
Swedes under the protection of the famous Gustavus Adolphus, 
and of its conquest by the Dutch Governor, Peter Stuyvesant. 
We shall also learn in the study of Pennsylvania how it came into 
the possession of William Penn. At the beginning of the Revo- 
lution, it came into the union as one of the thirteen original 
colonics. 



i06 A SCHOOIv HISTORY OF THE UNITED STATES. 



CHAPTER XI. 



MARYLAND, PENNSYLVANIA, THE CAROLINAS, AND GEORGIA. 



Parallel Readings and Correlate Work. 

History: — Lodge's American Colonies. 

Biography: — William Penu; James E. Oglethorpe; the Calvert family. 

General readings: Coffin's Old Times in the Colonies, chapters 23, 24, 

28, 29. 

Supplementary readings: The Three Americas, pp. 188-201. 

Fiction: — Kennedy's Rob of the Bowl. 

Geography: — Pennsylvania, and the South Atlantic States. 



87. — Maryland. — The Ad of Supremacy, passed during the 
reign of Elizabeth, required all the clergy and every person hold- 
ing office under the English government, to take an oath declaring 
the queen and her successors supreme head of the church, and 
renouncing the authority of any foreign ruler either of church or 
of state. As all Roman Catholics believe the Pope at Rome to 
be the head of the church, the clergy would not take such an oath. 
The law was a great blow to the Roman church in England. 

The Puritan and the Catholic were the opposite extremes of 
the Christian church, yet both alike suffered from persecutions. 
The Puritans sought rest in the rugged climate of New England; 
the Catholics in the balmy region of the Chesapeake. 

George Calvert, the first Lord Baltimore, was a Roman 
Catholic. For the purpo.se of .securing a refuge for the per- 
secuted members of his faith, he attempted to plant a colony on 
the island of Newfoundland but on accoinit of the .severe climate 
it jiroved a failure. From Newfoundland he went directly to 
Virginia; there he found no welcome for either himself or those 



MARYLAND, PENNSYI,VANIA, THE CAROLINAS, AND GEORGIA. 



107 



of his faith. Returning to England, he obtained from Charles I. 
a grant of that part of Virginia north of the Potomac River. 
But before the charter was signed and sealed, George Calvert 
died. The grant was immediately transferred to his son, Cecil 
Calvert, the second Lord Baltimore. This was in 1633. At 
this time, Charles I. was having much trouble with the Puritans 
whom he bitterly hated. This, with the fact that the queen was 




CECIL CALVKRT, SECOND LORD BALTIMORE. 

a Catholic, might accoiuit for his generous friendship for the 
Calverts, and his kindness toward the Catholics. By the charter 
granted Lord Baltimore, Maryland was made practically an 
independent, self-governing community. The rights and privi- 
leges granted the proprietor were all but absolute. He could 
build cities, declare war or make peace, levy taxes, coin money, 
establi.sh courts of justice, execute laws or pardon offenders. The 
colonists were to remain free men with all the privileges of 
Englishmen ; the}' had the right to reject or accept the laws pro- 



108 A SCHOOL HISTORY OK THE UNITED STATES. 

posed by the proprietor; they were free from all taxes, either 
direct or indirect, levied by the English government. For this 
liberal grant of the king, the proprietary was required to pay 
annually to the king two Indian arrows as a sign of fealty, and 
to give one-fifth of all the gold and silver mined in the colony. 
As Maryland had no gold or silver mines, the rent was nothing. 

The name Maryland was given in honor of Henrietta Maria, 
the queen of Charles I. 

88. — The First Settlemerit was made in 1634 at St. 
Mary's near the mouth of the Potomac. lyconard Calvert, the 
brother of Lord Baltimore, was the first governor. All creeds 
were tolerated, and as a result, the colony grew rapidly both in 
population and in wealth. The broad bays and navigable rivers, 
the mild climate and friendly attitude of the Indians, tended to 
make the colony a prosperous and happy one. But "there was 
a fly in the ointment. ' ' William Claiborne was for twenty years 
the evil genius of the colony. This Claiborne, who had a trad- 
ing post on Kent Island in the Chesapeake Bay, opposed the 
settlement of Maryland with an armed force. He claimed that 
he had rights superior to those of Lord Baltimore. He was 
defeated and fled from the colony. More than ten years later 
(1645) he succeeded in driving Governor Calvert from the colony, 
and held it for two years; but he was finally defeated, and the 
Calverts came again into possession of the country. Claiborne 
was a Puritan and used his influence as such to incite opposition 
to Calvert. Many Puritans had come to Maryland, and twenty 
years after the settlement at St. Mary's (1654), they, with Clai- 
borne, again arose in rebellion and defeated the forces of Lord 
Baltimore. The Puritans held the country for a few years, but 
Oliver Cromwell, at that time Lord Protector of England and a 
Puritan of Puritans, decided that Lord Baltimore was entitled to 
govern Maryland as the proprietary, and the province was 
accordingly restored to him. While the Puritans held posses- 
sion of the colony they ungenerously excluded the Catholics 
from the government, and declared them not within the pro- 
tection of the law. When William and Mary came to the throne. 
Lord Baltimore was again deprived of his proprietar}' rights, and 



MARYLAND, PENNSYLVANIA, THE CAROLINAS, AND GEORGIA. 109 

Maryland became for a time a royal province, whose governor 
was appointed by the crown. Taxes were levied for the support 
of the Episcopal church, though but a small part of the colonists 
were members of that denomination ; the Catholics were again 
deprived of the right to take part in the government. But sixty 
years before the Revolutionary war, the province was finally 
restored to the fourth Lord Baltimore, who had become a Pro- 
testant. The sixth Lord Baltimore was the proprietary when 
the Declaration of Independence was proclaimed. Maryland was, 
henceforth her own proprietor. 

89. — The Toleration Act. — Great and dangerous powers 
were put into the hands of the Calvert family by the Maryland 
charter; but their long and successful rule was due to the moder- 
ate use of those powers, and to their generous treatment of the 
colonists. Maryland's famous Toleration Act of 1649 was only 
second to that of Rhode Lsland, passed two years before. The 
Rhode Island Act protected every form, of religious belief, but that 
of Maryland shielded only those of the Christian faith . 

The original charter boundary included Delaware and a part 
of Pennsylvania as far north as the 40th parallel of latitude; but 
a mistake as to the geographical place of the 40th parallel was 
made, and afterward, when Pennsylvania was granted to William 
Penn, a dispute arose as to the boundary. Finally, two English 
survej-ors were employed to run the boundary line between the 
two grants; from the name of the surveyors, it became known as 
Mason and Dixon's line. As this line afterward marked the 
division between the free and the slave states, it became famous 
as the dividing line between freedom and slavery. 

90. — Pennsylvania. — The father of William Penn was a 
man of wealth, and had won distinction as an admiral in the 
British navy. When William inherited his father's estate, he 
found a claim of ^16,000 against the crown. William Penn had 
become one of the proprietors of the Jerseys, and was much 
interested in the settlement of the Quakers in that section. As 
liis ideas grew, he determined to found a Quaker colony on a 
larger scale. When he proposed to take wild lands in the New 
World in payment for his claim against the crown, the king 



110 



A SCHOOL HISTORY OF THE UNITED STATES. 



gladly fell in with the proposition as an easy way by which he 
could cancel his debt. Accordingly the magnificent domain of 
about 40,000 square miles lying west of New Jersey, was granted 
him, with chartered rights. This grant was five degrees of longi- 
tude west of the Delaware, by three degrees of latitude. Fot 
this grant he was to give (i) a release from his father's claim, 



' '"-'i 


^flH^^B^^^^ \ 


B^^ 1 


^^m. '^ f 


^^^^^^^Hf ^*' M*' ' 


1 m^fS'l 1 







\VM. TENN. 



(2) two beaver skins each year were to be delivered to tht king 
as a token of fealty, and (3) one fifth of all the gold and silver 
mined within the colony, was to belong to the crown. 

Penn wished to call the country Sylvania, "Woodland," but 
the king insisted upon the name Pennsylvania in honor of 
Admiral Penn. William Penn seemed to be always on good 
terms with both Charles II., of whom he received his charter, 
and with James II. His friendship for James II. afterward 
brought him into much trouble; through this friendship he was 



MARYI,AND, PENNSYLVANIA, THE CAROLINAS, AND GEORGIA. Ill 

accused of being a Catholic in disguise; but cold history shows 
him to be an honest man; good reasons existed for the friendship 
between the Quaker Penn and the Catholic James. 

The charter which made Penn Lord Proprietar)' of Pennsyl- 
vania did not grant as many powers as the one granted Lord 
Baltimore. Penn came over with a large colony of Friends in 
1682. He first landed at New Castle and took peaceful posses- 
sion of Delaware as a part of his dominions. 

91. — Delaware. — We have already learned how the Swedes 
and the Dutch made settlements many years before along the 
west shore of the Delaware Bay and River. Penn being anxious 
to have an open route to the sea through the Delaware Bay, pur- 
chased Delaware of the Duke of York. In this way it became a 
part of Pennsylvania, and remained so until the Revolution. 
Delaware was called, while a part of Pennsylvania, "The Three 
Lower Counties on the Delaware," or by a shorter name, "The 
Territories." After about twenty years, Penn gave the people 
of "The Territories" the privilege of having their own legisla- 
ture, but the)^ still remained under the governor of Penn- 
sylvania. 

92. — Philadelphia. — A few months after Penn's arrival, he 
selected a place at the junction of the Schuylkill and the Dela- 
ware Rivers for his capital, and called it Philadelphia. The 
name is from two Greek words meaning "Brotherh' love." (See 
Rev. Ill: 7.) The streets of the city were named after the 
chestnut, walnut, pine and other trees that grew near the streets 
so named. At the close of two years the city contained a popu- 
lation of 2,500, and the colony more than 7,000. The just and 
generous acts of Penn are emphasized in his dealings with the 
Indians. At one of the suburbs of Philadelphia, Penn with an 
unarmed company of Quakers, met the Indian chieftains under a 
spreading elm. Here was made Penn's famous treaty with the 
Indians, which was sacredly kept by the red man for seventy 
years, and then was broken only by the French and Indian war 
for which Pennsylvania was not responsible. 

Penn purchased of the Indians large tracts of land, and in his 
contracts with them he was honest and frank 



112 A SCHOOL, HISTORY OF THE UNITED STATES. 

Among the settlers were Swedes, Dutch, French, Scotch and 
Finns. The rapid growth of the colony was due largely to the 
liberal character of the government. Penn shows himself to be 
much in advance of his age, "Any government," he said, "is 
free to the people under it, where the laws rule the people, and 
the people are a party to these laws." Again, "Liberty without 
obedience is confusion, and obedience without liberty is slavery." 
In the spirit of these statements, he formed his government for 
the colonists. The people were permitted the free exercise of 
religion, and had their own legislature to make their own laws. 
Penn and his heirs had some anno3'ing trouble with the people of 
his colony, but nothing in comparison to that of the Calvert 
family. When Penns3'lvania became a state in the union, she 
honorably paid Penn's heirs nearl}' a half million dollars as a 
release from their proprietary rights. 

93. — North and South Carolina. — The first attempts of 
the English at colonizing America were made on Roanoke 
Island along the coast of North Carolina. Here it was that Sir 
Walter Raleigh's two colonies had been planted and had failed. 

For two-thirds of a century after these failures, all the country 
between Virginia and Florida remained an unsettled wilderness. 
It was not until nearly half a century after the settlement at 
Jamestown that a small company of Puritans migrated from Vir- 
ginia to the Chowan River and began the so called Albemarle 
settlement; this was the first permanent colony within the bound- 
aries of the Carolinas. 

In 1663, Charles II. granted the Carolinas to a company 
composed of eight of his favorites, five lords and three Sir 
Knights. This charter was not unlike that of Pennsylvania or 
Mar>'land, except that it was granted to a company instead of an 
individual. It gave the company nearly absolute power. The 
country was called Carolina in honor of Charles II.; but by 
chance, Ribault just a century before had also named it Carolina 
in honor of his sovereign Charles IX. of France. 

94. — Charleston. — The first permanent colony in vSouth 
Carolina was established on the Ashley River in 1670, but ten 
years later the settlement was moved over to the junction of the 



MARYI,AND, PENNSYLVANIA, THE CAROLINAS, AND GEORGIA. 113 

Ashley and the Cooper Rivers, the present site of Charleston. 
It will be seen that Boston is just a half century older than 
Charleston. For many jears jjefore the Civil W'ar these two 
cities were rivals in the leadership of public opinion in the 
nation ; but they were leaders in opposite directions. It was not 
until after the terrible cyclone of war that these two storm centers 
ceased to generate the forces of discord. 

95. — The Grand Model. — The celebrated philosopher, 
John Locke, prepared a plan of government for the Carolinas. 
This was known as "The Fundamental Constitution of Car- 
olina." This was adopted by the proprietors, who declared 
it to be the most perfect form of government ever produced by 
man. It was called the "Grand Model" that was to continue 
through all time. But it was never put into operation; the 
people of the colony would not receive it. There was one fatal 
omission, it gave the people no voice whatever in the govern- 
ment. They had come to America to enjoy the privileges of 
free men and they did not propose to have these liberties taken 
from them. This constitution stands out in history as a monu- 
mental folly of a great man. 

96.— The People Who Settled the South.— Perfect 
religious freedom was granted in the colony, and for that reason 
large numbers flocked to this section from different parts of the 
world. Outside influences were also at work. Many of the 
followers of Bacon fled from Virginia to escape the vengeance of 
Governor Berkeley ; many Dutch moved from New York when 
the country came into the possession of the Duke of York; under 
the persecution of James II. many of the old Covenanters, Scotch 
Presbyterians, found homes in North Carolina. After many 
years of war between the Catholics and the Protestants of France, 
"Henry of Navarre", Henry IV. king of France, issued the 
famous Edict of Nantes giving the French Protestants, known as 
Huguenots, freedom of worship. For nearly 90 years religious 
wars ceased in France. Happy France! But in 1685 about the 
time James II. was persecuting the Presbyterians of Scotland, 
Louis XTV. revoked the Edict of Nantes. As a result of this 
bigoted folly of the French king a large number of Huguenots 



114 A SCHOOL HISTORY OF THE UNITED STATES. 

fled from F'rance, and many of them found their way to South 
CaroHna. These Huguenots were the very flower of the French 
nation . A hundred years later amidst her bloody ' 'reign of terror' ' , 
France learned too late her fatal mistake in sending her great 
middle class from her midst. 

So rapid was the growth of these colonies that North Carolina 
was the fourth state in population at the time of the Revolution. 
But many African slaves were brought into the country, especially 
to the southern section. The cultivation of rice, indigo, 
tobacco, and at a later period, cotton, made slave labor 
profitable, 

97. — The two Colonies Separate. — The two settlements 
were so remote from each other that it was necessary to have two 
governors most of the time. There was much friction between 
the settlers and. the proprietors; these great lord-proprietors 
living in England took but little interest in the colony except lo 
collect their rents. Finally in 1729 the proprietors becoming 
discouraged, gave back to the crown all their rights of govern- 
ment, and most of their land-claims. At this date the two 
colonies separate and each becomes a roj^al province. 

KxERCisE ON Map of South Atlantic States. 

The dates given on the map state the year in which the dif- 
ferent settlements were made, or attempted. State what you 
know about Roanoke Island. Kxplain the meaning of each of 
the other dates. Boston, Mass., is how much older than Charles- 
ton, S. C? Explain the position of Charleston in relation to its 
immediate surroundings. What circumstance caused the division 
of the original colony into North and South Carolina ? Ev'jry- 
thing named on the map should be fixed in the mind for future 
use. We shall have occasion again to visit this section in two 
great wars. 

98. — Georgia. — New England, Maryland and Pennsylvania 
were settled by people fleeing from religious persecutions, while 
the desire for gain was the prime motive for the settlement of 
the other colonies. But Georgia, the last settled of the original 
thirteen colonies, was unlike any of the others. Unselfish love 



MARYLAND, PENNSYLVANIA, THE CAROUNAS, AND GEORGIA. 115 

Map No. ii. 




VJpfi 



K% \X I CHARLESTON asdYICINITY. 



SOUTH ATLANTIC STATES. 



116 A SCHOOL HISTORY OF THE UNITED STATES. 

for man, was the motive of James E. Oglethorpe, the founder of the 
colon}-. While acting as chairman of a committee of the House 
of Commons to visit prisons and to propose measures of reform, 
he was moved with pity for the large number of poor debtors in 
prison. Many of these were victims of misfortune; they w^ere in 
prison through no fault of their own. According to the laws of 
that time, men w^ere confined in prison, sometimes for many 
years, because they were unable to pay their debts. How can a 
man earn the money with which to pay his debts while shut 
up in prison? A queer law! For the relief of these unfortu- 
nates, as well as for other deserving poor, Oglethorpe proposed a 
plan for a colony in America where they might be relieved and 
put upon the highway of success. Through his suggestion a 
board of trustees was organized and a grant of land in America 
was obtained from the king ; this grant lay between the Savannah 
and the Altamaha Rivers. Oglethorpe came to America as gov- 
ernor with the first colony. 

Savannah.— K. picturesque bluff overlooking the Savannah River, 
about a dozen miles from its mouth, was selected as the site of the 
new capital. Here the city of Savannah was laid out early in the 
year 1733. This last colony was thus planted 126 years after the 
first settlement at Jamestown. The full tide of immigration to 
America had been in progress for more than a century. 

The colony was named Georgia in honor of George H. The 
king granted this last territorial empire on the Atlantic coast to 
proprietors in trust for the poor. The province was to be governed 
by these trustee-proprietors for twenty-one years. South Carolina 
was read}' to give up all claim to the country, as these new 
comers would act as a shield against the Spaniards in Florida. 
In a war a few years later, Oglethorpe defeated the Spanish who 
attempted to invade Georgia ; in turn he invaded Florida, but 
did not succeed in capturing any part of it ; the final result 
was that he successfully protected the English settlements along 
the Atlantic coast. 

The food of the silk worm is the leaf of the mulberry tree, 
and as this tree is a natural product of Georgia, silk culture was 
expected to become a profitable industry, but for some reason it 



MARYLAND, PENNSYLVANIA, THE CAROLINAS, AND GEORGIA. 117 

proved to be a complete failure. Rice and cotton soon became 
the chief exports. 

The trustees had prohibited slavery and the importation of 
rum. It was not long before the people became uneasy; they 
wanted the slaves to work their rice-swamps and cotton fields. 
The importation of rum would encourage trade with Cuba. 
After a long struggle these two evils were permitted to enter the 
colony. 

Oglethorpe went to Europe and on his return he brought 
with him John and Charles Wesley, two young divines, 
who afterward became the founders of the Methodist church. 
The Wesleys accomplished nothing of importance in Georgia, 
and soon returned to England. Afterward Whitefield, another 
famous divine, visited Georgia and other parts of America. He 
was more favorably received than were the Wesleys, but unlike 
them, he was not unfavorable to slavery. It was partly through 
his efforts that slavery was admitted into the colony. On the 
other hand, John Wesley said, ''Slavery is the sum of all villain- 
ies." Whitefield was successful in establishing an orphanage in 
Savannah. 

Finally the trustees, wearied with the complaints of the col- 
onists, who were too fond of hunting and fishing, gave up the 
charter to the king, and Georgia thus became a royal province 
(1752). 




PENN'S WAMPUM BELT. 



118 A SCHOOI. HISTORY OF THE UNITED STATES. 



CHAPTER XII. 



THE GREAT NORTH-WEST 



ParaIvLEi. Readings and Correx.ate Work. 

History: — Specific readings from Parkman's The Discovery of the 
Great North-west; from Index Titles: La Salle at La Chine; Fort Fron- 
tenac; Henri deTont}'; Father Hennepin; the "Grifl&n;" La Salle in Illinois; 
the loss of the "Griffin;" the winter journey; Starved Rock; meeting with 
Tonty; descent of the Mississippi River; Father Hennepin, his discoveries, 
his capture by the Sioux, his return to civilization; Joliet and Marquette 
sent to the Mississippi River. 

For class supplementary readings, McMurry's Pioneer History Stories: 
Joliet, Marquette, Hennepin's trip up the Mississippi River; La Salle's trip 
down the Mississippi River. Also The Three Americas, pp. 172-187. Old 
South Leaflets No. 46, Father Marquette at Chicago, 1676. Also, the first 
six pages of No. 42, Address of James A. Garfield on the North-west Terri- 
tory. Nos. 16 and 40 may also be read with interest. 

Historic Fiction: — Mrs. Catherwood's The Story 0/ Tonty. 

Geography: — The Physical features of the Mississippi Valley, and the 
Upper Lake Region. 



99.— Our Focal Date. — We now turn to the great North- 
west. This closes the era of explorations and settlements. Let 
us fix our position in regard to time. King Philip's war and 
Bacon's Rebellion both occurred just a century before the Revolu- 
tion. Let 1675-6 be our focal date. Before this time the 
Jesuit missionary and the French fur-trader had explored the 
Great Lake region; trading posts and missionary stations had 
been established at a number of places around the Great 
Lakes. 



THE GREAT NORTH-WBST. 119 

100. — JoHct and Marquette. — ^Joliet, an explorer and fur- 
trader, and Father Marquette, a Jesuit missionary, having heard 
through the Indians of a great river to the westward, determined 
to find it. Starting in the spring of 1673 from the straits of 
Mackinaw, they made their way up Green Bay and Fox River by 
canoes to the portage of the Wisconsin River; here they trans- 
ferred their canoes to the Wisconsin River and floated down to 
the Mississippi. Turning their canoes southward, they drifted 
down the river, past the muddy Missouri and the beautiful Ohio, 
till they came near the mouth of the Arkansas River. Believing 
it to be dangerous on account of hostile Indians to go further 
south, they turned back. These voyagers must have reached a 
point very near the place where De Soto more than 130 years 
before had struck the Mississippi. During all that long period of 
nearly a century and a third, no white man had probably revis- 
ited this great river. It had taken the French more than 60 
years to work their way from Montreal to the Mississippi. It 
now takes 24 hours to complete the journey by railroad. The 
two voyagers slowly made their way back to the Green Bay by 
way of the Illinois River and the portage near the present site of 
Chicago. 

101. — Fort Frootenac. — During the very year that Joliet 
and Marquette discovered the Mississippi River, F'rontenac, the 
Governor of Canada, and La Salle built a fort at the foot of Lake 
Ontario where the city of Kingston now stands. It was named 
F'ort Frontenac; we shall hear of it again as it played an import- 
ant part in the early history of Canada. This was made the 
center of an extensive fur-trade, but it was also intended as a 
protection against the Iroquois, the scourge of Canada. Before 
the building of this fort. La Salle had made a settlement at the 
foot of the St. Lawrence rapids some distance above Montreal, 
and called it La Chine. He had also probably explored the Ohio 
as far south as the Ohio rapids near the present site of 
Louisville. 

102.— The Griffin.— La Salle determined to build a large 
vessel with which to sail on Lake Erie. Accordingly he, 
Frontenac, Father Hennepin, and a company of workmen. 



120 A SCHOOL HISTORY OF THE UNITED STATES. 

went above Niagara Falls, where, under the constant fear of 
attack from the Indians, the ship was buiU. 

When all was ready. La Salle and his party set sail on the 
new boat, the Griffin, up the great lakes. After remaining for a 
short time at the French trading post near the strait of Mackinaw, 
he passed into Lake Michigan and to the head of Green Bay. 
Here he loaded the Gj'iffin with furs, and sent it back to the 
Niagara for supplies. It never reached its destination ; it was 
probably lost in a storm. These events had occupied the summer 
of 1679. 

103. — La Salle in Illinois. — La Salle and his companions, 
numbering 33 in all, continued their journey, passing along the 
east shore of Lake Michigan to the St. Joseph River, thence by 
portage to the Kankakee, one of the tributaries of the Illinois 
River, They passed down the Illinois near the present site of 
Peoria. Here, during the winter a fort was erected, and the 
work of building a large boat with which to sail down the Missis- 
sippi, was begun. But supplies failing to reach him. La Salle 
returned to Canada on foot, a distance of nearly a 1000 miles. 
On his return to Illinois the next fall, he found the wreck of the 
half-built ship and the fort abandoned; neither white man nor 
Indian was to be seen anywhere along the Illinois valley. Tonty, 
Father Hennepin, and all the others whom he had left at the fort 
had vanished, and not a soul to tell him where they had gone. 
He continued down the Illinois to its mouth. The wreck of war 
told him what had occurred in his absence. The Iroquois had 
invaded the country, slaughtering the Illinois Indians and scatter- 
ing them in all directions. But where were Tonty and Hennepin? 
In great anxiety La Salle returned to his fort at the mouth of the 
St. Joseph River. Tonty had escaped in safety to Green Bay. 
Father Hennepin had, before the attack of the Indians, passed 
down the Illinois and up the Mississippi on an exploring tour. 
He went up the Mississippi some distance and was taken prisoner 
by the Indians. After wandering for some time about the lake 
region of Minnesota with his captors, he fell in with some 
French traders, and was permitted by the Indians to return to 
Mackinaw. 



THE GREAT NORTH-WEST. 



121 



In the meantime La Salle determined to form a great confed- 
eracy of all the western Indians and French against the Iroquois. 
In this he was successful, and as a result the fur-trade of the 
north-west, until the overthrow of New France, flowed through 
the French trading posts on the Great Lakes. 




DE LA SALLE. 



104. — La Salle down the Mississippi. — Notwithstanding 
all his discouragements. La Salle determined to make the journey 
down the Mississippi. He returned to Canada where he made 
his final preparations. Late in December (1681) La Salle accom- 
panied by his faithful friend Tonty and others, reached the 
mouth of the Chicago River. The streams were all frozen. 
Sledges were made on which were placed the canoes and baggage, 
and dragged across the portage to the head waters of the Illinois. 
It is probable that this expedition passed over very nearly the 
route of the great drainage canal from Chicago to the valley of 
the Illinois. Below Lake Peoria the expedition reached open 
water. Here they embarked in their canoes and floated down 
the Illinois and Mississippi Rivers to the Gulf of Mexico. It 
had taken more than three months to pass from Chicago to the 



122 



A SCHOOI, HISTORY OF THE UNITED STATES. 
Map No, 12. 




T C „ "'"" r ''''''''''" BXPLORATIONS OF THE WEST 

ha Salle's Route. r> r> — 1^ f\ „ 

Marquette and Joliefs Route 0--0—0 "'"'''' '''^"''- >— >— > 



' THE GREAT NORTH-WEST. 123 

mouth of the Mississippi. Here La Salle took formal possession 
of the whole Mississippi valley in the name of the French king, 
and named it Louisiana, in honor of Louis XIV. On these 
explorations of Joliet, Marquette, Hennepin and La Salle the 
French based their claims to all the country drained by the Mis- 
sissippi River. France remained in peaceful possession of this 
valley until 1763, a period of 81 years. 

Exercise on Map of French Explorations of the West. 
Trace the route of Marquette and Joliet, carefully noting all 
the rivers, and points of interest on the journey. In the same 
manner trace the route of La Salle on his trip to the mouth of 
the Mississippi River. Trace the route of La Salle's first trip to 
the Illinois country and return. On what water did the "Grif- 
fin" sail? While absent on his return to Canada for supplies, 
the Iroquois attacked and defeated the Illinois Indians. Across 
what .states did the Iroquois travel in order to reach the Illinois 
country ? Point out three portages near Lake Michigan. Why 
were these portages of great value to the Indians ? The drainage 
canal of a great city now traverses one of these portages; tell 
what you know about this canal. Trace the route of Father 
Hennepin. What tribes of Indians did La Salle pass in sailing 
down the Mississippi? 

Synopsis of Period of Settlements. 
First French colony in Acadia, - - - 1604 
Jamestown settled, ------ 1607 

Pilgrims seek a refuge in Holland, - - - 1607 
Quebec founded by Champlain, - - - - 1608 

Lake Champlain discovered, - - - . 1609 
Henry Hudson ascends the Hudson River, - - 1609 
The Dutch traders in New Amsterdam, - - 16 14 

Meeting of the first Assembly in Virginia, - - 16 19 
Slavery begins in Virginia, - - - - 1619 

Plymouth Colony — December 21, - - - 1620 
First Indian outbreak in Virginia, - - - 1622 
New Netherland settled, ----- 1623 

New Hampshire Settlements, - - - - 1623 



124 A SCHOOI, HISTORY OP THE UNITED STATES. 

Virginia loses her charter, ----- 1624 

First Settlement at Salem, Mass., - - - 1628 
Boston settled, ------- 1630 

Connecticut Settlements, . . - - 1633-1636 

Marj-land settled by Lord Baltimore, - - - 1634 
Harvard College founded, . - - . 1636 

Roger Williams at Providence, - - - - 1636 

Pequot War, ------- 1636-1637 

Settlement of the Swedes on the Delaware, - - 1638 
New Haven Colony founded, - - - - 1638 

Fundamental agreement of New Haven Colony, - 1639 
Fundamental Orders of Connecticut, - - 1639 

Colonial Confederation of New England, - - 1643 
Second Indian War in Virginia, - - - 1644 

New Netherland taken by the EngHsh, - - 1664 
Settlements in North Carolina, - - - 1653-1664 

Settlement of EUzabeth, New Jersey, - - - 1665 
New Haven Colony united with Connecticut, - 1665 
Marquette and Joliet discover the Mississippi River, 1673 
King Philip's War in New England, - - 1 675-1 676 

Bacon's Rebellion in Virginia, - - - - 1676 

Burlington, New Jersey settled, . . . 1677 

Settlement at Charleston, South Carolina, - - 1670-1680 
Philadelphia founded by Penn, - - - 1682 

La Salle descends the Mississippi to its mouth, - 1682 
The Andros Usurpation, . . _ - 1 686-1 689 

Plymouth and Massachusetts Bay united, - - 1692 
The Carolinas divided into North and South, - 1729 

Georgia settled at Savannah by Oglethorpe, - 1733 



THE 

SECOND EPOCH=100 YEARS. 

1689-1789. 



. A CENTURY OF STRUGGLE 

I. For Supremacy in North America. 
II. For Natioxal Independence. 
III. For a National Constitutional Government, 



125 



ANALYSIS OF THE 

CENTURY OF STRUGGLE FOR SUPREMACY 

ON THE AMERICAN CONTINENT. 

1689-1789. I 



(a.) — 1689 was the beginning of King William's War, t'ne 
first of the wars between France and England for dominion in 
North America. 

(d.) — 1789 closed the epoch of doubt. The Constitution of 
the United States has been adopted, and America, this year, 
begins its career of growth and prosperity under the new Con- 
stitution. 

PART 1.-1689=1763. 

The Four Intercolonial Wars : 

I. — King William's War (1689-1697). 
II. — Queen Anne's War (1701-1713). 
III. — King George's War (1744-1748), 
IV. — The French and Indian War (i 754-1763). 
By these wars, especially the last, England becomes supreme 
in North America. 

PART 11.-1763=1789. 

I.— (i.)— 1763, The first Treaty of Paris, closing the French 
and Indian War. 
(2.) — The War of the Revolution (1775-1783). 
(3.) — 1783, Second Treaty of Paris, closing the Revolu- 
tionary War. 
II. — Constitutional History of the United States (1777-1789). 
The adoption of the Constitution in 1 789 placed the Nation 
in a position to become supreme in North America, 

126 



SPANISH, FRBNCH AND ENOWSH CLAIMS IN NORTH AMERICA. 127 



CHAPTER XIII. 



I. SPANISH, FRENCH AND ENGLISH CLAIMS IN NORTH AMERICA- 
II. FIRST THREE INTER-COLONIAI. WARS. 



Parallel Readings and Correlate Work. 

History: — Specific readings from Parknian's Frontenac and New 
France, Under Louis XIV.; irom Index: Frouteuac sent again to Canada 
as Governor; Schenectady; Pemaquid; Salmon Falls; Casco Bay; Frontenac 
leads a war dance; expedition against the Onondagas; Phipps (Sir William) 
commands the expedition against Port Royal; his expedition to Quebec. 

Coffin's Old Times in the Colonies, chapters 3, 5, 6, 19, 22. 

Geography: — The physical features of North America, with special 
reference to the Mississippi Valley, St. Lawrence Valley, the Great Lake 
region, the Appalachian Mountain system in its relation to the Atlantic slope 
and the Ohio Vallej'. 



105. — The First Two Centuries in America. — In 1497 
the Cabots had discovered North America and had sailed along 
its northeastern coast. But it was not until more than a hundred 
years later that France, at Port Roj-al and Quebec, and England, 
at Jamestown, made their permanent settlements. The oldest 
permanent settlement within the present limits of the United 
States was made by the Spanish at St. Augustine in 1565; but 
even this was more than fifty years after Ponce de Leon had 
discovered Florida. During all of the i6tli century the only 
white men north of the Spanish settlements were the fishermen, 
the fur-traders, the gold hunters, and the explorers. 

During the next century, the 17th, nearh' all the colonies in 
North America, including the French, Spanish and English, 



128 A SCHOOL HISTORY OF THE UNITED STATES. 

were planted. The century from 1500 to 1600 may be classed as 
the period of exploration, of indifference, or of preparation, 
according to the different periods of activity. The century from 
1600 to 1700 A. D. was a century of colonization and settlements. 
The i6th was a centur}^ of preparation, the 17th, of planting. 

106. — Claims to North America. — The three great 
nations — Spain, France and England — each laid claim to a large 
part of North America. Each sought to colonize as much of the 
continent as possible. For 250 years after Columbus and the 
Cabots, it was still an unsettled question who should be ciipreme 
in North America. But the next forty years, from 1750 to 1790, 
fix its destiny. Only 150 years ago, all indications pointed to 
the division of North America among Spain, England and France, 
with the three corresponding languages and types of civilization. 
The French, in power and largely in language and culture, have 
disappeared from, this continent. Less than 100 years ago Spain 
owned all of Mexico and, excluding Alaska, more than two-imTds 
of the present territory of the United States. Of all this extensive 
dominion she does not now possess an acre. Her language, 
civilization, and religion remain south of the Rio Grande; all 
north of Mexico is Anglo-Saxon in language and culture. 

The people of southwestern Europe are largely of Celtic- 
Latin-Germanic origin; they are known as the Latin races. The 
Germans and the Latins are quite different; this is seen not 
only in language, but in personal characteristics, religion and type 
of civilization. The English belong to the Germanic, the French 
and Spanish, to the Latin races. It will thus be seen that the 
contest for North America was not merely among nations, but 
uetween races and civilizations. As a result of the wars in this 
century of struggle, a modified Germanic-Anglo-Saxon civiliza- 
tion now predominates in North America. 

107, — Spanish Claims to North America. — Spain baseil 
her claim to North America on the discovery of Columbus. 
Ponce de Leon discovered Florida; Fernando de Soto explored tlie 
Gulf States and discovered the Mississippi River; at St. 
Augustine, the Spaniards were the first to make a permanent 
settlement. So that by discovery, by explorations, and by settle- 



SPANISH, FRENCH AND ENGLISH CLAIMS IN NORTH AMERICA. 129 

merit Spain had the best of claims to the southern part of the 
United States; but her attention being drawn in other directions 
she failed to occupy the Mississippi valley. Columbus had found 
gold in the West Indies; Pizarro had conquered the Incas of 
South America, and robbed them of immense (juantities of 
gold; Cortez had conquered the Aztecs of Mexico, and he also 
had found great mineral wealth. This set all the nations of 
Europe mad for "Gold, gold, yellow and cold." The fate of 
King Midas seemed to overtake Spain, as she fell from the greatest 
imperial power of the world to a fourth rate nation of the present 
day, because of her false views of wealth and wrong methods of 
government. The Mississippi valley was once hers, but she lost 
it through her greed for gold. 

108. — The French Claims. — The French based their 
claims to the basin of the St. Lawrence and of the Great Lakes, and 
the Mississippi valley upon explorations and settlements. During 
the second quarter of the i6th century, Verrazzano explored the 
North Atlantic coast, and Cartier entered the St. Lawrence as far 
as Montreal. In 1604 the first permanent French settlement was 
made at Port Royal, Nova Scotia. Champlain made a settlement 
at Quebec in 1608. He also explored Lake Champlain, and 
passing up the Ottawa River, discovered Lake Huron and Lake 
Ontario. A few years later the French had explored the 
Great Lakes. These discoveries gave them a claim to the St. 
Lawrence valley and the Great Lake region. The discoveries 
and explorations of Marquette, Joliet, Father Hennepin, and La 
Salle gave France a claim to the whole Mississippi valley. Before 
the close of the 17th century many French settlements or trading- 
posts were established in the Great Lake region and the upper 
Mississippi valle}-. About a century after the first English and 
French settlements on the Atlantic coast, the French made a 
settlement near the mouth of the Mississippi River. France's 
position on the American continent seemed fixed. 

All these discoveries, explorations, trading-posts, and settle- 
ments on the St. Lawrence, the Great Lakes, and along the Missis- 
sippi are the bases of the claims of France in America, for which 
she fought in four wars. 



130 



A SCHOOL HISTORY OF THE UNITED STATES. 



109. — English Claims to America. — England's claim 
to North America was based on the discoveries of the Cabots. 
Her explorations and settlements along the Atlantic coast gave 
her undisputed possession of most of that part of the country; but 
France ignored her claims west of the Alleghany Mountains, and 
the Dutch, in the region of the Hudson River. 

It will be noticed that neither England, France nor Holland 
paid any attention to the ' 'line of demarkation. ' ' Should discovery, 

Map Ko. 13. 




BRIlir^li, iki.S.^H AND SPANISH POSSESSIONS TO THE CLOSE OF I713. 

explorations, or settlements give claim to a country? Each nation 
answered this question as suited its own convenience. The dispute 
was usually settled either by colonization or by force of arms. 

Exercise on the Map Showing the Different Claims in 

North America to the Close of Queen 

Anne' s War — 1 7 1 3 . 

The English claims extended westward to the Pacific Ocean. 
Spanish-Florida included much of the Mississippi valley. The 
map shows the parts of the country occupied, or controlled, by 
each nation to the close of 17 13. Do the English and French 
claims conflict? If so, where? Why does France claim the 



SPANISH, FRENCH AND ENGLISH CLAIMS IN NORTH AMERICA. 131 

Mississippi valley ? Who first discovered the Mississippi River? 
What three nations laid claim to the Mississippi valley? Give 
reasons for these claims. To whom does Acadia belong ? Flor- 
ida ? Name the principal rivers found in the French possessions. 
What mountains partly separate the French from the English 
territory ? What mountains in part separate Spanish from French 
possessions ? Which nation in )our opinion held the most desir- 
able part of North America ? Which nation had the best access 
to the ocean? Wliich the poorest? Spain held both Florida 
and Cuba. Did that give her any advantage in the Gulf of 
Mexico? How many of the Great Lakes lie wholly within the 
French possessions? France could reach her territory only by 
way of two great rivers; name them. Do you think \he position 
of the French possessions had anything to do with her losing 
them ? The French possessions had two heads or capitals near 
the two great gulfs. What two gulfs ? What is the climate on 
the gulf at the south ? At the north ? In the region of the 
Columbia River there seems to be a section not claimed by 
any nation. Why ? 

110. — About the Indians. — In all the four Inter-Colonial 
wars, and also the two wars between the United States and Eng- 
land, the Indians played an important part. As a rule, the 
Iroquois favored the English against the French in the four Inter- 
Colonial wars, and against the Americans in the Revolution. 
The Algonquins favored the French. 

The Iroquois for more than a centur)^ and a half acted as a 
buffer between the French in Canada and the English in New 
York. It is possible that with the aid of these Indians the fate 
of New France might have been very different. "The flash of 
Champlain's gun sealed the fate of France in America." 

War under the most favorable conditions is cruelty, but when 
the horrors of a savage warfare is added, it becomes doubly cruel. 

111.— King William's War— 1689=1697.— When Wil 
liam III. became King of England and James II. fled to France, 
Louis XIV. took up the quarrel of James II. against William III., 
hence the war between France and luigland, known in America 
as "King WilUam's War." In Europe this was really a great 



132 A SCHOOL HISTORY OF THE UNITED STATES. 

war, but in America it was but a train of horrors through 
Indian outrages. 

About the beginning of the war Count Frontenac, an old but 
a very able and energetic man, was sent as governor of New 
France. He had, before this, in the time of La Salle, held 
the same position. He had a remarkable influence over the 
Indians; the friendly Indians loved him, the hostile Indians 
feared him. 

The French had planned to take New York by way of the 
Hudson River, but when Frontenac reached Canada he found he 
had all he could attend to there. The Iroquois had destroyed the 
French settlements at La Chine, and were actually besieging 
Montreal itself. This incursion of the Five Nations was a cruel 
scourge to the French. The Indians killed, burned and tortured 
without regard to sex. 

1 1 2. — Schenectady. — Before the close of the war, Fronte- 
nac, by his energy, had crushed the power of the Five Nations, 
but he was unable to accomplish much against the English and 
Americans. In mid-winter he sent a secret expedition of French 
and Indians against Schenectady, on the Mohawk River. As no 
danger was apprehended by the garrison, two snow-images were 
made to do duty as sentinels to guard the gates of the stockade. 
The Indian war-whoop sounding through the frosty night air was 
the first indication of danger to the sleeping inmates of the stock- 
ade. Then came the horrors of a midnight massacre. Sixty of 
the inhabitants were killed and others were taken prisoners to 
Canada to be tortured, or sold as slaves. A few of the inhab- 
itants escaping, fled to Albany. Salmon Falls, Dover, Oyster 
River, Durham, Casco Bay, Pemaquid, York, Deerfield, Groton 
and Haverhill were all at different times attacked by the French 
and Indians. The story of these attacks is, with some variations, 
but the repetition of the story of Schenectady. It is not neces- 
sary to dwell upon the particulars of these sufferings, but it is 
well to remember that all through this war, as well as the next, 
covering a period of more than twent}' years, the settlers along 
the northern borders of New York and New England were in 
constant danger from the Indian's tomahawk and scalping knife. 



SPANISH, FRENCH AND KNGIJSH CLAIMS IN NORTH AMERICA. 133 

113. — Acadia and Quebec. — New York and New England 
were not idle. An expedition sent against Acadia captured Port 
Royal; and while one expedition was sent from Boston by way of 
the St, Lawrence to capture Quebec, another was sent from 
Albany by way of Lake Champlain to take Montreal. Both of 
these expeditions failed. 

The war closed in 1697 by the treaty of Ryswick. By this 
treaty there were no changes of territory in America. 

114. — Queen Anne's War. — 1701=1713. — But five years 
of peace and again war. William and Mary are both dead; the 
second daughter of James is the Queen of England. 

The causes of Queen Anne's war, like the previous one, were 
in Europe, where it is called "The War of the Spanish Succes- 
sion." Again the tomahawk and the scalping knife extend their 
deadly work along the New England frontier. But New York 
escapes the savage warfare. Frontenac had humbled the power 
of the Iroquois. By a treaty with the French they were unable 
to take up arms for the English. The French used all their skill 
to keep these Indians neutral. The result was that both the 
French and the English were shielded from the evils of war in 
that section. But along the New England frontier the story of 
Schenectady and Deerfield was in many particulars repeated. 

115. — The Story of Deerfield. — The following is gleaned 
from the account as given by Parkman. 

A party of fifty Canadians and about two hundred Indians, 
commanded by Hertel de Rouvdlle, began a march from Canada 
of nearly two hundred miles on snow shoes, and reached Deer- 
field, a village of about three hundred inhabitants, on the after- 
noon of February 28, 1704. In the center of this village was a 
small, square, wooden meeting-house. This, with a few other 
buildings, was enclosed b}- a palisade, eight feet high, having 
block houses at two or more of its corners. In this enclosure 
lived the minister, John Williams, a man of sterling worth, 
and a few of the more notable citizens. In fortresses such as this 
the villagers gathered for mutual defense in times of attack. The 
alarm from former disturbances had subsided and the people 
were busied about their varied home duties on the day of the 



134 A SCHOOL HISTORY OF THE UNITED STATES. 

arrival of the northern travelers. Although they equaled the 
number of villagers, Rouville had no thought of open attack, and 
lay shivering in the anow, though ravenous with hunger and suf- 
fering from exposure and fatigue. In the early morning the un- 
suspecting people were awakened by screeches and the dreaded 
war-whoop, while their battered doors gave way to the sturdy 
strokes of hatchets and battle-axes. Surprised and terrified, 
many were captured, others fought bravely, but only resisted to 
be butchered, or scalped, or bound as prisoners, according to the 
caprice of their captors. Houses were fired where admittance 
was impossible, and the occupants unwillingly surrendered them- 
selves to their cruel victors. On the afternoon of this dreadful 
day the French and Indians began their northward journey with 
over one hundred captives, among whom were Rev. John Wil- 
liams, wife and children. Mrs. Williams being too weak to ford 
an icy stream, was killed by her savage master, and several other 
women and children, unable to endure the weary march, were 
dispatched without mercy. 

Of the whole company of captives only about half ever saw 
friends or home again. Every effort was made to induce those 
who were brought into Canada to renounce their religion and to 
become Catholics. By so doing the church was increased, the 
enemy reduced, and Canada strengthened. The severest trial of 
Mr. Williams was the knowledge of the temptations placed before 
his children to induce them to forsake their father's country and 
religion. This his daughter Kunice was persuaded to do. She 
married an Indian, he taking her family name; a grandson of this 
union, bearing the name of Williams, was educated in a New 
England college, from which place he went as a missionary to his 
race in Wisconsin. 

Through the efforts of John Sheldon a. number of the older 
prisoners were exchanged from time to time, though many of the 
younger ones were converted and married, and remained in 
Canada. This became a notable element of Canadian population, 
the most remarkable of which was a family by the name of Gill. 
In 1697 Samuel Gill, ten years old, was captured in Massachu- 
setts, taken to Canada and converted. He married an English 



SPANISH, FRENCH AND ENGUSH CLAIMS IN NORTH AMERICA. 135 

girl, and in 1866 their descendants numbered 952, and 213 of 
these descendants still bear the surname of Gill. 

Besides Deerfield, nearly twenty other villages and outposts 
were attacked, but settlers were usually successful in resisting 
the invaders. 

116. — Port Royal and Canada. — New England sent out 
two expeditions to capture Port Royal in Acadia; the first attempt 
was a failure, the second a success. Port Royal was captured and 
renamed Annapolis, in honor of Queen Anne. 
The peninsula is now known as Nova Scotia. 
Again, as in the preceding w^ar, an attempt was made to con- 
quer Canada. One expedition w^as sent by water by way of the 
St. Lawrence, for the capture of Quebec; the other, overland, by 
way of Lake Champlain to take Montreal. Both enterprises 
failed. 

117. — Close of the War. — The war closed in 1713, by the 
treaty of Utrecht. Result in America, Nova Scotia is ceded to 
Great Britain, Kngland's claims to Newfoundland and the 
Hudson Bay coast acknow^ledged by France. 

America now has thirty years* rest from war. About the 
close of Queen Anne's war, a kindred tribe of Iroquois came from 
the south and joined the Five Nations, henceforth known as the 
"Six Nations." This addition gave the Indians a new lease of 
power and influence, and they will again be heard from in future 
wars. 

118.— King George's War— 1744-1748.— King George's 
War commenced in 1744, and lasted four years. The real cause 
was, as in the previous wars, on the other side of the Atlantic. 
In the Old World it is known as the "War of the Austrian Suc- 
cession." The poet Holmes says, "Georgius Secundus was then 
alive, * * * Snuffy old drone from the German hive." This 
means that George II. was then king of England, hence the 
American name for the war. 

119.— Louisburg and Close of the War.— The only 
important event in America was the capture of Louisburg. This 
position had been strongly fortified by the French at great 
expense, as it commanded the entrance to the Gulf of St. 



136 



A SCHOOL HISTORY OF THE UNITED STATES. 



Lawrence. By the treaty of Aix-la-Chapelle at the close of the 
war England restored this place to France. This fortress had been 
captured by the New Englanders, mostly fishermen. The New 
England people were therefore very indignant because it was 
given back to France. Acadia alone remained in the possession 
of England as a result of the three wars — King William's, Queen 
Anne's and King George's. 

Summary of Chapter XIII. 

King William's War, 1 689-1 697 

Schenectady captured by French - - 1690 

Treaty of R}^swick . . . - . 1697 

Queen Anne's War 1701-1713 

Deerfield captured by French and Indians - 1704 
Port Ro5'al taken by English - - - 17 10 

Treaty of Utrecht - - - - - - 17 13 

King George's War 1 744-1 748 

Capture of Louisburg June, 1745 

Treaty Aix-la-Chapelle .... 1748 




AN OLD FASHIONED FIREPLACE. 



THE FRENCH AND INDIAN WAR, I754-I763. 13? 



CHAPTER XIV. 



run FRENCH AND INDIAN WAR, I754-1763. 



Parai,i,el Readings and Correlate Work. 

History: — Specific readings from FsLrknmn's Montcalm and Wolfe: All 
of the "Introduction," Vol. i. Also from Index: Washington, his Embassy 
in Fort Le Bceuf; the Battle of Great Meadows; at Fort Necessity; Battle of 
Monongahela; Johnson, Sir William, appointed leader of the expedition 
against Crown Point; the battle of Lake George; Johnson's fight at Niagara; 
Montcalm, his victory at Oswego; the attack and conquest of Fort William 
Henry; Montcalm at Quebec; his wounds; his death; his last words; Wolfe, 
James, serves in the expedition against Louisburg; took command of the 
expedition against Quebec; his determination to climb the heights of Abra- 
ham; his remarks concerning Gray's Elegy; the charge and \4ctory of the 
English; Wolfe's last words; his death; the fruits of this great victory. See 
Bancroft's History of the United States, and other standard works of this 
period. 

General readings: Cofiin's Old Times in the Colonies, chapters 31, 32, 
ii, 34. 35 and 36. 

Supplementar}- reading: Ellis' Epochs in American History — Quebec. 

Literature: — Longfellow's "Evangeline," and Whittier's "Snow 
Bound." Read Also "Gray's Elegy, written in a Country Churchyard." 

Historic Fiction:— Columbian Historical Novels, Vol. VIII. Cooper's 
Last of the Mohicans. 

Geography: — Pennsylvania, New York, New England, and the St. 
Lawrence Valley, with special reference to the physical features of this sec- 
tion of country. 

120. — The French and Indian War. — Unlike the three 
preceding wars, this war originated on this side of the Atlantic. 
Fighting in America had been in progress for a year before the 
formal declaration of war between France and England. In Europe 



138 A SCHOOL HISTORY OF THE UNITED STATES. 

this is known as the "Seven Years' War." The central figure of 
this great conflict of nations was Frederick the Great of Prussia. A 
large part of continental Europe combined to crush him, but he , 
came out victorious in the conflict, placing Prussia as one of the 
Five Great Powers of Europe. 

In America this war was the forerunner of the Revolution, 
and prepared the way for it. France and England each claimed 
the valley of the Ohio. The settlers along the Atlantic coast 
looked longingly over the Appalachian Mountains to the rich val- 
ley beyond. The firsit settlers in attempting to make homes in 
this valley were driven away by the French who wanted to keep 
the English east of the mountains. 

121. — Plans of the French. — There were two natural 
gateways through the wilderness to the Mississippi valley; one 
by way of Lake Erie, the other by way of the Ohio River. 
The French had possession of Lake Erie. The only door open 
to the English settlers w'as, therefore, by the Ohio River, but the 
French were determined to close that also. Their plan w^as to 
build a line of forts south from Lake Erie to the Ohio River, and 
thus fence the English out from the Mississippi valley. The first 
fort was built on Lake Erie near the present site of Erie, Penn- 
sylvania. From this point the French cut a road through the 
wilderness to the headwaters of the Alleghany River. Here they 
built a second fort, and made plans to float down the river and 
establish other forts to the south. But Governor Dinwiddie of 
Virginia hearing of this move of the French, sent a message to 
the commander protesting against their action. Of course the 
French paid no attention to this protest, but w^ent on with their 
plans for building their line of forts. 

The young man who carried this message to the French was 
George Washington. This journey of Washington and his small 
party was made in the dead of winter through a trackless wilder- 
ness He was but twenty-one years of age when he was 
entrusted with this important mission, but so succe.ssful was he, 
that it marked him for future responsibilities and honors. 

122. — Fort Duquesne. — Washington noted two important 
things which he reported to Governor Dinwiddie. First, that the 



THE FRENCH AND INDIAN WAR, I754-1763. 139 

juncture of the Alleghany and Monongahela Rivers, forming the 
Ohio, was the key to the west: and second, that the French had 
at Fort Le Bceuf a great fleet of canoes ready to float down the 
Alleghany River in the spring, to take possession of this position 
at the juncture of the rivers. Through his recommendations 
Governor Dinwiddle made every effort possible to send a force to 
seize this key-position, where now stands the city of Pittsburg. 
Early in the year a working force of Virginians was sent ahead 
to build the fort, but a fleet of canoes filled with French and 
Indians floated down the AUeghan}^ River and drove the work- 
men away. The French enlarged the fort and called it Fort 
Duquesne. A force of Virginians was sent to occupy the fort, but 
the commander died before the English reached their destination 
and the command fell to Washington, who, learning that the 
French had already taken possession of the fort, halted his forces 
and built a small defensive stockade, calling it Fort Necessity. 
Here the French attacked him, and after a short resistance he 
was compelled to surrender. This surrender occurred Jul}' 4, 1754, 
just twenty-two years before the Declaration of Independence, 
Washington being at the time twenty-two years of age. 

This war thus begun in the wilds of western Pennsylvania, 
was destined to work great changes in the nations interested on 
the American continent. The French now completed their line 
of forts along western Pennsylvania, thus shutting out the 
English settlers from the Ohio and the Mississippi valleys. 

123. — Braddoek's Defeat. — The English understanding 
the importance of this position sent two regiments of regulars to 
America under the command of General Braddock. These 
regulars, with the Virginian troops, were sent against Fort 
Duquesne. As this army was obliged to cut its way from Cumber- 
land, Maryland, and build roads through the wilderness, it 
occupied much time in reaching the vicinity of Fort Duquesne. 
General Braddock being a very opinionated man, refused to take 
the good advice offered him by those who knew the Indian 
method of fighting. 

Washington attended the expedition as an aid to General 
Braddock, and was one of the officers whose advice General 



140 



A SCHOOL HISTORY OF THE UNITED STATES. 



Braddock rejected. Washington volunteered to take the 
Virginian troops in advance as scouts to guard against an Indian 
ambush, but Braddock had too great contempt both for the 
Virginian soldiers and for the fighting qualities of the Indians. 
Heedless of all advice he marched his regulars in solid column 

Map No. 14. 




FRENCH AND INDIAN WAR — SOUTHWEST DIVISION. 

(Shaded, French possessions; unshaded, English.) 

to within a few miles of Fort Duquesne, when suddenly from 
every tree, rock, stump or bush came the crack of the deadly 
rifle. He foolishly attempted to make his soldiers stand exposed 
in line, refusing to let them cover themselves in the manner of 
the Indians. But they were no match for the hidden foe. After 



THE FRENCH AND INDIAN WAR, 1 754-1 763. 141 

sajreat loss of officers and men the army fled in a panic Wash- 
ington, with his Virginians, by covering the retreat and fighting 
Indian fashion, saved tiie army. Braddock was carried to the 
rear, mortally wounded. He was heard to say again and again, 
"Who would have believed it ?" The expedition was a total fail- 
ure. This defeat not only gave the French complete command 
of their line of forts, but it caused the Indians to side with them. 
The savages naturally placed themselves on the side of the 
victors. Braddock's defeat was in 1755- This left the frontiers of 
Penn. and Virginia exposed to the ravages of Indian warfare. 

124. — Capture of Duquesne.— In 1758 a second army, 
under the command of General Forbes, was sent against Fort 
Duquesne. This force made its way through the wilds of Pennsyl- 
vania instead of Virginia, as in the previous attempt. Washing- 
ton, with his Virginians, accompanied this expedition also. The 
French l^eing too weak at this time to defend the fort, retreated 
northward leaving it in possession of the English. 

The name of the fort was now changed to Fort Pitt in honor 
of William Pitt, afterwards Earl of Chatham. The city of 
Pittsburg now marks the site of the old fort. It is a noble 
monument in honor of one of America's best friends, and one of 
England's greatest statesmen. 

Fort Duquesne being lost to the French, all important events 
in this section are closed. The scene now changes to the north. 
Exercise on Map No. 14. 

What two rivers unite to form the Ohio ? What fort at the 
head of the Ohio? Trace Braddock's route. Trace General 
Forbes's route. Each of these two expeditions occurred in what 
year? What mountains had each expedition to cross? Locate 
four different French forts. Why was this line of forts built? 
Virginia claimed all the Ohio valley — why then did the Governor 
of Virginia send Washington to protest against the building of 
these forts? Trace what you suppose to be the route taken by 
Washington on his journey. Notice the position of Fort Niagara 
and Oswego. Why were these important points? 

125. — Acadia. — Although Acadia had been in possession of 
the English for more than forty years, the inhabitants remained 



142 A SCHOOI, HISTORY OF THE UNITED STATES. 

loyal in heart to France. They were French both in language 
and sympathy. The English, fearing the Acadians might take 
part against them in the coming contest, transported all who re- 
fused to take the oath of allegiance to the king of England. These 
unfortunate people were distributed among the colonies. This 
deportation resulted in much actual suffering, to say nothing of the 
cruelty of separating families and tearing people from their homes. 
Some of these exiles went to their kindred in Louisiana, where many 
of their descendants may now be found. In this removal of the 
Acadians, Longfellow found material for his "Evangeline." 

126. — Sir William Johnson. — Sir William Johnson was 
in many respects a remarkable man. He was of a rough nature, 
but possessed a well-balanced mind. He settled in the Mohawk 
valley while yet a young man. He was equally at home with 
the Indian or the white man. He could, like an Indian, paint his 
face and execute the war dance with his red friends of the forest 
or wisely plan campaigns with his British superiors. 

He had no military training, but he was, nevertheless, success- 
ful in his campaigns. He was to the Iroquois and the English 
what Frontenac had been to the Algonquins and the French sixty 
years before. For this service he was knighted by the English 
and became ^zV William Johnson. 

127. — William Pitt. — Up to 1758 the war had made no prog- 
ress, but now all this was to be changed. William Pitt was 
made Prime Minister of Great Britain, and with great energy and 
intelligence he commenced his task. His influence was felt in all 
parts of the world; he sent an army to Prussia to help Frederick 
the Great, and at the same time sent the British navy to both the 
Indies on voyages of conquest. For the war in America he 
caused an army of fifty thousand men, half from England and 
half from America, to be raised. 

Exercise on Map No. 15. 

Louisburg is on what island? What large peninsula on the 
northeast? What is that peninsula now called? Louisburg 
was said to command the Gulf of St. Lawrence. What is meant 
by that statement ? Was it necessary for the English first to 



the; FRENCH AND INDIAN WAR, 1754-1763. 



143 



take Louisburg before attempting to take Quebec? Could 
France reach Montreal if Quebec were in possession of the English ? 
Why did the taking of Quebec practically close the French and 



Map No. 15. 




FRENCH AND INDIAN WAR, NORTHEAST DIVISION. 

Indian War? General Wolfe landed above Quebec 
direction is that from Quebec ? 



What 



128.— British Plans for 1758. — For the year 1758 the 
English planned three expeditions against the French; one against 



144 A SCHOOL HISTORY OF THE UNITED STATES. 

Louisburg, another against Ticonderoga, and the third against 
Fort Duquesne. The story of the expeditions against the last has 
already been told and the results known; Fort Duquesne has be- 
come Fort Pitt, lost to the French for all time. 

129— The Conditions at the North at the Close of 
1757.— We must now turn to the north, the scene of the further 
events of the war. Three lines to the north are open to the 
British: (i) by way of the Mohawk valley and Oswego, (2) by 
Lake Champlain, and (3) by the ocean route to Louisburg. 

The British had strongly fortified Oswego on Lake Ontario, 
but the French, under General Montcalm, had captured and 
destroyed it. In 1755 General Johnson had advanced as far north 
as I^ake George and had defeated the French in a stubborn battle. 
After his victory Johnson built Fort William Henry at the head 
of Lake George. But the French had afterward taken this fort 
also, so that at the beginning of this year — 1758 — the British had 
no advanced position whatever. 

130. — Expedition Against Louisburg. — The expedition 
against Louisburg, under the command of General Amherst, was 
successful, as the fortress, after a short but vigorous siege sur- 
rendered to the English. The loss of Louisburg was a severe 
blow to the French as it commanded the entrance to the St . 
Lawrence Gulf. The English the next year made it their base 
of operations against Quebec. 

General Wolfe, a young Englishman in poor health, but of 
clear, vigorous intellect and active disposition, was the moving 
spirit of the expedition, much of the success of the enterprise 
being due to his energy and skill. We shall hear of him again. 
131. — Ticonderoga. — The expedition against Ticonderoga 
was under the command of General Abercrombie. Lord Howe, 
another young man of great promise, accompanied him. Aber- 
crombie was not credited with any great abilities as a commander, 
l)Ut it was hoped that by the aid of Lord Howe, the soul of the 
expedition, this movement down Lake Champlain would prove 
successful. But at the very beginning of the attack of F^'ort 
Ticonderoga Lord Howe was killed. The attack on the fort was 



THE FRENCH AND INDIAN WAR, 1754-1763. 145 

very poorl>- managed, and as a result the English were liadl)' 
repulsed, though the French did not number half so many as the 
English. This was the only failure of the three expeditions — 
Duquesne, Louisburg, Ticonderoga. PyVen this failure was 
partially redeemed by a side expedition sent out b}' Abercrombie 
against Fort Frontenac on Lake Ontario, by way of the Mohawk 
valley, Oswego, and across the east end of Lake Ontario. This 
fort was taken without difficulty and destroyed, but no attempt 
was made to hold the position. Its destruction was a great loss 
to the French, as it was the center of an extensive fur trade with 
the Indians to the westward. 

132.— The Three Plans of the English for 1759 — 
During the year 1759 the French power in America received its 
death blow. Again three expeditions were planned by the 
English against the French; one against Quebec b}' way of 
Atlantic Ocean, Louisburg, St. Lawrence Gulf and River; another 
against Ticonderoga and Crown Point, down the Lake Cham- 
plain route; and a third against Fort Niagara by way of the 
Mohawk valley, Oswego and Lake Ontario. 

133. — Fort Niagara. — Sir William Johnson with his Indian 
allies was sent against Fort Niagara, which was easily captured. 
This position of the English on the Niagara frontier cut New 
France in two, Louisiana and the Mississippi valley being thus 
isolated from Canada. 

1 34. — Ticonderoga and Quebec. — To General Wolfe was 
given the task of taking Quebec, while General Amherst was 
given the command of the central column and ordered to move 
down the Champlain valley. Wolfe had the most difficult and 
the most important enterprise of the three. He spent the most 
of the summer attempting to take Quebec, but Montcalm, the 
French commander, seemed to checkmate him in every move. 
Wolfe in his anxiety for the success of his enterprise looked 
longingly for the appearance of Amherst on the St. Lawrence, 
hoping that Amherst might be able to take Ticonderoga and 
make his way down the Champlain valley in time to unite his 
forces with his own in front of Quebec. But no help came from 
that direction. 



146 a school history of the united states. 

Exercise on Map No. i6. 

Trace the expedition in 1758 from Albany against Fort Fron- 
tenac. In 1759 General Amherst started from Fort William 
Henry and moved northward. Did he move up stream or down 
stream? Name and locate the three important positions he cap- 
tured. On what waters did he move his arm}-? For England 
and her colonies there were but two practical routes to Quebec. 
Explain these two routes. 




NOTED MEN ASSOCIATED WITH THE FRENCH AND INDIAN WAR. 

135. — In the Champlain Valley. — In the meantime 
Amherst was successfully but slowly pushing northward. The 
French after a short resistance gave up Ticonderoga and retreated 
to Crown Point. After careful preparation in building boats to 
give them command of Eake Champlain, the British followed and 



THE FRENCH AND INDIAN WAR, 1 754-1763- 
Map No. i6. 



147 




NEW YO/f4< 



FRENCH AND INDIAN WAR.— NORTH-CENTRAL DIVISION. 

(Shaded part ' — ^ French possessions; unshaded Q British possessions.) 



148 A SCHOOL HISTORY OF THE UNITED STATES. 

besieged Crown Point. Again the French retreated and took 
position at the foot of the lake, the Enghsh deUberately following. 
Amherst was "slow but sure," but a more energetic general 
would have reached Wolfe at Quebec, in time to aid him in giving 
the final blow. 

1 36. — Quebec. — Nature had done much for the protection 
of Quebec, and what she failed to do, the French tried to com- 
plete, making an enemy's entrance almost impos.sible. 

General Wolfe learning that it was barely possible to climb the 
steep precipice above Quebec, thought to attack the city from 
that position, and finding a path leading to the cliff, determined 
to gain it by stratagem. Pretending to land his army on the flats 
below the city, he, in the darkness of night, climbed the rocky 
ascent on the opposite side, and overcame the loo guardsmen; 
by dawn of day, with 5,000 men he commanded the Heights of 
Abraham, to the great dismay of General Montcalm, who could 
scarcely credit his messenger's report. As Wolfe gave his instruc- 
tions on the eve of battle, these lines of Gray, the rising poet, 
came to his mind: 

"The boast of heraldry, the pomp of power, 

And all that beauty, all that wealth e'er gave, 

Await alike the inevitable hour; 

The paths of glory lead but to the grave." 

After repeating the lines he said, "I would prefer being 
author of that poem to the glory of beating the French 
to-morrow. " 

Recovering from his astonishment, Montcalm advanced rapidly 
to meet the English. The two armies stand face to face — volley 
answers volley, and in the space of a few minutes the French 
waver, and they are totally defeated. Wolfe being thrice 
wounded, staggers and says, "Do not let anyone see me fall." 
When he was carried from the field, he heard the cry, "They run, 
they run!" Rousing from his death stupor, he asked, "Who 
run ?" When told ' 'The French, ' ' he said, "Now God be praised, 
I will die in peace." 

Montcalm equally brave and true to his country said, when 
told that he must die, "So much the better, I shall not live to see 



THE FRENCH AND INDIAN WAR, 1754-I763. 



149 




150 



A SCHOOL HISTORY OF THE UNITED STATES. 




DEFORE THE FRENCH AMD INDUN WAIt. 

Spanish. French and Engliih possMilons from 1713 «o 176J— so ye«T».) 



the surrender of Quebec. " In a few days the city surrendered to 
the EngHsh. 

Early the next year, 1760, the French knowing that further 
resistance was hopeless, surrendered Montreal. and all the military 
posts in the north. This closed all the fightiug in America, but 
in the other parts of the world the war continued three years 
longer. The French and Indian War, known in Europe as the 
Seven Years' War, was closed in 1763 by the treaty of Paris. 

Exercise on Maps Showing Territorial, Possessions in 

America Before and After the F'rench and 

Indian War, Nos. 17 and 18. 

What people originally settled Acadia? Who had possession 
of Acadia in 1 700 ? Who had possession in 1 750? When did this 
transfer take place ? 

Before the French and Indian War, No. 17. 

What possessions north of the English colonies ? South ? 
West ? Which nation seems to possess the largest part of the 



THE FRENCH AND INDIAN WAR, I754-1763. 151 



Map No. O. 




I 1 Cnflill) , 



AFTER THE FRENCH AND INDIAN WAR. 

(Spanish and English possessions from 1763 to 178,? — 20 years.) 

country now known as the United States? In 1750 the EngHsh 
colonists largely outnumbered all other nationalities north of 
Mexico. Would this fact give the English any advantage ? In 
regard to the defense against either England or Spain, what 
disadvantage had the French as to position ? Had they any 
advantages in position ? Compare this map (17) with map No. 
13. What difference do you see ? This difference was the result 
of what war ? 

After the French and Indian War, No. 18. 

Do you now find any French territory in America ? Who owns 
Florida ? How extensive are the British possessions ? Who 
claims the country west of the Mississippi River? Does Spain 
hold any territory east of the Mississippi River ? Has any nation 
possession of the country around the Columbia River ? It will be 
seen that the French power vanishes from the North American 
Continent as the result of the first treaty of Paris. 

137. — Results of the War. — Near the close of the war 
Spain unwisely joined the French against the English. In 
doing so she lost some of her valuable island possessions, and 



152 A SCHOOL HISTORY OF THE UNITED STA.TES. 

in the treaty she gave Florida to Britain in exchange for these 
captured islands. Thus Spain, after 250 years' possession, loses 
Florida. France in order to repay her for the loss of Florida, 
cedes all of her possessions west of the Mississippi River 
to Spain. Great Britain takes as her part all of North Amer- 
ica east of the Mississippi River except a small strip around 
New Orleans. Of all the vast territory in the North Amer- 
ican continent claimed by France at the beginning of the 
war, not an acre is left her. Some rights in the fisheries, 
and some small islands near Newfoundland are still retained 
by her. 

138. — Ponliac's Plot. — Since the days of Champlain in the 
St. Lawrence valley, and of Marquette, Joliet, Hennepin and 
La Salle in the upper lake region, the Jesuit missionaries and 
the French traders had lived among the Indians. As a result the 
Algonquins were much attached to the French, who in turn 
exerted a great influence over the Indians. This fidelity to the 
French made the Algonquins naturally distrustful of the English, 
and when, as the result of the French and Indian War, the 
coimtry came into possession of the English, the Indians around 
the Great Lakes felt that they had no protector. Pontiac, an 
Indian chief of the Ottawa tribe, conceived a plan for a great 
confederacy of the Indians of the west with the purpose of driv- 
ing the unfriendly whites from their country. His first effort 
was to induce the British commander to hold a council in the fort 
at Detroit. His braves were to come to the council with concealed 
weapons, and at a signal given by him were to massacre the British 
garrison. But the plot was revealed by an Indian girl, and to 
verify the girl's story, the Indians were seen sawing off the ends 
of their guns in order to conceal them under their blankets. On 
the day appointed for the council, the savages were admitted to 
the fort, but when Pontiac saw the preparations that had been 
made for him, he was suspicious that he had been betrayed, and 
did not give the signal agreed upon, but peacefully withdrew 
from the council. 

This was the beginning of a two years' war in which the 
settlers between the Alleghanies and the Mississippi River were 



OLD COLONIAL DAYS. 153 

great sufferers. Pontiac succeeded in capturing some of the forts, 
in the west, but after terrible havoc he was himself obliged to 
sue for peace. 

139. — Old Colonial Days. — Customs of loo years ago 
were widely different from those of to-day. Instead of going 
down-town to order a party dress or a suit of clothes, the colonist 
must begin long before, to grow and manufacture his material. 
The wool must be clipped, carded, spun and woven before the 
cloth can be fashioned into the becoming garment. This was 
done at home, the wool or flax being produced by the farmer and 
prepared by his family. Often the busy housewife combined 
work and social pleasure by carrying to her neighbors enough 
flax for a number of cuts and asking them to spin it, and return 
at a given time, when they were invited to spend the evening 
with her. The coming together of the neighbors formed a 
pleasant partj', and they were treated to a good supper, which 
was followed, perhaps, by another device of the thrifty housewife) 
an apple-paring. After the apples had been pared, cored and 
strung, games and other old-time amusements occupied the 
evening. Apples, cider and "nuts from brown October's wood" 
were not forgotten, while the more worldly indulged in dancing to 
the music of the fiddle, if there was room enough in the house. 

Most of the houses of earlj' pioneer times were small, often 
consisting of only the kitchen and the best room, with sleeping 
room and storage place above, these upper rooms being reached by 
means of a ladder or rudely constructed stairway. The kitchen 
— the main room — was resplendent at evening with light and 
cheer if not with warmth, from the huge fireplace, the center of 
mirth and industry during the long winter evening. 

Lowell says in the "Courtin'," 

"A fireplace filled the room's one side 

With half a cord o' wood in — 
There warn't no stoves (tell comfort died) 

To bake ye to a puddin'." 

These wide mouthed fireplaces would swallow, in one cold 
New England day, one of our modern wood piles. The mantel 



154 A SCHOOL HISTORY OF THE UNITED STATES. 

above contained the shining tinware and the few dishes of the 
early settler. The fire within received careful attention, as no 
match lay in easy distance to relight it. 

"Borrowing fire" was an actual fact when the fire went out, 
unless the flint and steel were at hand. Overhead were suspended 
festoons of dried apples and pumpkins, varied in outline by 
bunches of herbs, which in many cases took the place of a family 
physician. The little spinning wheel and reel, with the straight- 
backed, splint-bottomed chairs, wooden settle and low cradle, 
were the usual articles of furniture. The common people in early 
times ate on bare tables, and when a family began to have a 
tablecloth for daily use, it was said of them, "They are getting 
up in the world." Groceries were hard to get, and sugar was on 
the table only when company came. The floors were scrubbed 
and sanded, while sometimes the best room, used only on special 
occasions, had a rag carpet. Pictures and books were few. The 
main ornament of the "best room" was the looking-glass, under 
which was one of madam's best towels with a fringe on its lower 
edge. This tacked to the wall under the mirror formed the 
background for a decorated comb-case, and a fancy pin-cushion 
of the "hen and chicken pattern." 

When a new building was to be put up, the neighbors from 
near and far were invited to lend a hand, and were treated to 
cider and whisky. It was also customary to pass these bever- 
ages to callers before their departure, and if a family did not do 
so they were considered inhospitable. A farmer could not harvest 
his grain or get in his hay without the ever present whisky jug. 
At first the settler began by clearing only a few acres, and 
sometimes his whole wheat crop would make but a few sacks of 
flour. Buckwheat cakes, corn and rye bread, were the staple, 
and wheaten bread a luxury. 

Women went to church, or to visit, on horseback, sometimes 
behind husband or lover. 

In times of danger it was not uncommon to carry a rifle for 
protection to and from the sanctuary. Most of the people froni 
long habit went to church; indeed in New England absence from 
church, unless for good reasons, was made punishable by law. 



OLD COLONIAL DAYS. 156 

In the cities, and on the large estates of the south the people 
fared better, and had many of the comforts, and some of the luxu- 
ries of the old world. The men wore the three-cornered cocked 
hat, ruffled shirt, with knee pants, silk stockings and pointed .shoes 
with silver buckles. Ladies wore pointed tight-laced dresses, 
full flowing sleeves with white lace under-sleeves to correspond 
to the ruffled wrist-bands of the sterner sex, and powdered their 
hair and wore aloft their high shell combs with becoming spirit. 
Their manners were formal, and they were strictly proper in all 
matters of etiquette. 

But with all their stately ways they had not a postal card, 
could not mail a two cent letter, could send no telephonic or tele- 
graphic message, could ride in no street car, nor board a railroad 
.'.ain, nor .stride a flying wheel, nor by touch of an electric button 
flood their streets with light, nor sit by it to read the daily paper. 

Think of traveling by horseback or the slower going stage 
coach, of the weekly mail, and paying twenty- five cents postage 
for a single letter, ye who live in these days of rapid transit and 
fast mails. 

Books and newspapers were scarce; less than fifty newspapers 
were published in the whole United States in 1783. The early 
schools and conveniences differed from ours as did the early 
homes. No patent desks and inkwells, no dictionary holders 
and molding tables, with kindergarten appliances, were found 
in these old log school houses. About the onlj- device that does 
remain in some parts of the country is the time honored ferrule. 
The quill pen, the long writing table around which .sat the pupils, 
large and small, .some whose feet hung suspended between heaven 
and earth, are the centerpieces around which cluster the thought 
of an old-time school master. 

But the people's hearts and minds were right, as they began 
early to plan for the education of future generations, and from 
the discussion, our free school system was established. 



156 A SCHOOL HISTORY OK THE UNITED STATES. 



CHAPTER XV 



THE AMERICAN REVOLUTION: ITS CAUSES. 



Parai,i,eiv Readings and Correi^ate Work. 

Histories for general reference: Bancroft's, Ridpath's, Fiske's. Old 
South Leaflets No. 5, The Magna Charta. 

Speeches: — (i) Patrick Henry's, 1775; (2) Otis's supposed speech; (3) 
Burke's, on Conciliation; (4) Pitt's, on the American Colonies. 

Class Readings — Poems:— Bryant's "The Antiquity of Freedom;" 
Pierpont's "Independence." Read Old South Leaflet, No. 3, The Declar- 
ation of Independence. 

Historic Fiction:— Coffin's The Daughters of the Revolution. 

Civil Government: — Objects, forms and methods of taxation. 



140. — Causes Classified. — The causes of the Revolution 
may be classified as follows: 

I. Indirect or Remote Causes. 
II. Direct and Positive Causes. 
III. Secotidary Causes. 
Under the indirect causes or influences may be placed: 

(a) The character of the American people. 

(b) The character of George III. and those in power. 

(c) The irritating character of the English laws restricting 
trade and manufacture. 

Under the direct or positive causes come those laws of Great 
Britain taxing the American people without their consent. These 
laws take two forms: 

(a) External — the tariff laws, taxing imports or exports. 

(b) Internal — the Stamp Act. 



THE AMERICAN REVOLUTION: ITS CAUSES. 157 

Under the secondary causes come all those difficulties flowing 
from the efforts of Great Britain to enforce her arbitrary laws in 
the American colonies, and the effort of those colonies to resist 
such laws. Some of the more important of these are: 

(a) "The Writs of Assistance. " 

(b) British soldiers brought to America, and as a result the 
' 'Boston Massacre. ' ' 

(c) "Boston Tea Party." 

(d) Boston Port Bill. 

(e) Revoking Charter of Massachusetts. 

INDIRECT CAUSES. 

141. — Character of the American People. — The 

Americans were of the vigorous Anglo-Saxon race. England was 
their fatherland, and through the long period of 500 years their 
forefathers, the English, had fought for and won political and 
religious liberty. Most of the Americans were descendants of 
the men who came to America in order to be free in worship and 
in government, and were jealous for the liberties so dearly won. 
They had grown up amidst the toil and hardships of pioneer life; 
they had found nature in its wildest state and had conquered it; 
they had met the savage Indian and the civilized Frenchmen and 
had defeated both. All their surroundings tended to strengthen 
the original, sturdy, liberty-loving, Anglo-Saxon nature. 

142. — King George III. and his Government. — George 
the Third is called the best of the Georges, and in respect to his 
private life this statement is true. He would have made a respect- 
able private citizen, but he had none of the attributes of a states- 
man, being narrow in his views and obstinate in disposition. He 
was so strong in will-power that his advisers usually yielded to 
his wishes, many times against their own judgment and feelings. 
He had high notions in regard to the "Divine Right of Kings" 
and was determined to rule as king; but the time had long passed 
since a king of England could govern without a Parliament. In 
attempting it, Charles I. had lost his head, and James II. his 
throne; but George III. was determined to rule the Parliament 
itself, and this he did much of the time b^^ corrupt and unjust 
methods. 



158 A SCHOOL HISTORY OF THE UNITED STATES. 

As he could not resist in England the principle of taxation 
without the consent of the people taxed, he used all his power 
and influence to fight the principle in America. He was the real 
center of opposition to the Americans. 

143. — The English People. — Great Britain in her civiliza- 
tion, in her citizenship, in her laws, in her domestic life and insti- 
tutions, in her intellectual and moral power, stands second to no 
nation. But the government of Britain in her dealings with the 
weaker nations and with her dependencies, many times fails to 
apply the "Golden Rule." 

The Englishman sometimes does as a nation what he abhors 
as an individual. Again neither the rulers nor the people under- 
stood the Americans. England was too far away to know the 
real nature and wants of the colonists. 

Separation breeds distrust and hatred. Distance inclines the 
mother country to forget her offspring. 

144. — Restrictions on Trade and Manufactures. — 
Commencing about 120 years before the Revolution, England 
began to pass laws to control trade and manufactures in her col- 
onies. The several laws passed at different times during a period 
of fifty years, are usually known as the Navigation Acts. These 
laws may be classified as follows: First, those relating to commerce 
with the colonies; second, those that relate to manufacturing 
within the colonies. The restrictive laws of trade were gradually 
tightened. First was a law compelling all colonial trade to be 
carried in English vessels; the next, all natural products named, 
sugar, tobacco, cotton, ginger, indigo and dyewoods, could be 
sold only to England or to some English colony; third, no prod- 
ucts of colonial manufacture coming in competition with English 
goods could be exported from any colony. 

More offensive even than the restrictions upon colonial trade, 
were the laws against colonial manufactures. The colonies were 
forbidden to make woolens, steel, hats, or anj^ other articles com- 
ing in competiti(m with English manufactured goods. Thus 
the nujther country sought to grasp all the carrying trade of 
her colonies and to shut them out of the markets of the 
world. 



THE AMERICAN revolution: ITS CAUSES. 159 

By making these laws, England was following the example of 
other nations of that time. It was the universal belief that col- 
onies were planted for the commercial benefit of their mother 
country only. Spain at that time permitted her colonists to trade 
only with one port, that of Cadiz. But selfishness has poor vision, 
and does not always distinguish clearly between robbery and 
trade. Adam Smith, "the father of English Political Economy," 
as earl}^ as 1770 said concerning these trade laws, they are "a 
manifest violation of the sacred rights of mankind." Trade is a 
voluntary exchange of commodities between individuals for the 
mutual benefit of each. In robbery one loses what the other 
gains. Trade increases the power of each to produce more. 
Robbery binds the hands of his victim and "kills the goose that 
lays the golden egg." It is evident that if commerce is to be 
enlarged, the ability of both the buyer and the seller to produce 
and to consume must also be increased. 

These trade- laws cannot be classed as real causes of the Revo- 
lution. There was a spirit of opposition to them, and they were 
largely ignored, but the American people, after a hundred years' 
experience under them, were yet lo5'al to England. But when 
the more serious difficulties arose, these old irritating laws were 
remembered. 

DIRECT AND POSITIVE CAUSES. 

145. — The Taxing Power. — Magna Charta. — Nearly 700 
years ago, John was king of England. He was a superstitious, 
cowardly, cruel man, and was such a bad ruler that his barons 
met him at Runnymede and compelled him to sign the Magna 
Charta. This great charter is the ground-work of the English 
constitution, and has been the bulwark of all constitutional 
liberty since that day at Runnymede. Among other germs of 
freedom found in the Magna Charta, is one surrendering the right 
of the king to tax the people without the consent of his lords and 
barons. The vStruggle for supremacy between the kings of Eng- 
land and the people's representatives continued for more than 400 
years; this principle of taxation without the consent of the people 
taxed, was the central idea around which all the long contest 
waged. It was the entering wedge that finally rent asunder the 



IfiO A SCHOOL HISTORY OF THE UNITED STATES. 

tj-rannical power of the king. He must have money to carry on 
the government and to pay his soldiers, but when he became 
oppressive in his government, the ParHament in order to curb his 
power refused to vote the tax. This tax being withheld until 
the king granted their demands, the constitutional privileges 
gradually grew. The kings at different times and by different 
methods attempted to tax the people witWbut their consent; but 
the English are a stubborn people, hence the final victory was 
with them. At the time of our Revolution this principle of no 
taxation without representation was thoroughly settled in Eng- 
land, but strange as it may seem, the British Parliament was not 
willing to apply the principle in America. 

146. — Forms of Taxation. — Taxes may be either of two 
general forms, direct and indirect. By the direct tax we are sup- 
posed to pay according to the value of our property; it is a 
property tax. By the indirect method, the tax is levied on goods 
or property in its transfer either from one owner to another, or 
from one country to another. Or, the tax may be levied on goods 
when produced either by growth or by manufacture. Usually 
the tax is added to the price of the property taxed. To illustrate: 
The stamp required on a deed or note is a tax on the transfer of 
property from one owner to another. A duty on goods enter- 
ing or leaving a country is a tax on commerce. A tax on 
alcoholic liquors or tobacco is a tax on production. 

The British never attempted to collect a direct tax from the 
colonies. The "Navigation Acts" were tariff laws, and were 
partially successful before the people were fully aroused against 
English taxation. 

147. — The Stamp Act. — In 1765 Parliament passed the 
Stamp Act; this was England's first attempt at internal taxation 
of the colonies. Just 500 years before — 1265 — the House of 
Commons met for the first time. Most of that time the Commons 
had stood firmly for the principle of taxation for which the 
Americans were now contending, and 3'ct it voted, five to one, in 
favor of the Stamp Act. 

The provisions of this act were as follows: Every note, bond, 
deed, mortgage, or any legal document used in America should 



THE AMERICAN revolution: ITS CAUSES. 161 

be written or printed on paper bearing the English stamp. 
Pamphlets or newspapers were also to be printed on stamped 
paper. These stamps were to be fnrnished by the British govern- 
ment at different prices according to the uses made of the paper, 
and the value of the property conveyed. This form of taxation 
is very effective, as it collects itself, no document being of legal 
value unless properly stamped. No person under ordinary cir- 
cumstances w^ould accept a deed in payment for a farm unless 
made legal by the proper stamp. This form of taxation was used 
in the United States for some time after the Civil War, and the 
people paid it as cheerfully as they pay any tax. It was not the 
tax, but the pHncipie involved in the tax that aroused the opposi- 
tion of the Americans against the British government. 

148. — Effects of the Stamp Act. — The people were wild 
with excitement when the news of the passage of the Stamp Act 
reached America. Franklin wrote to a friend, "The sun of 
American liberty is set." At first the Americans saw no way of 
avoiding the tax, and unless they could find some method of 
resistance, Franklin's prophecy would be realized. But before 
the day on which the law was to go into effect — November i, 
1765 — they had found a way to defeat it. 

Merchants in all parts of the country formed a compact that 
they would purchase no more English goods until the Stamp Act 
be repealed. The people cheerfully denied themselves all lux- 
uries. The British merchants being unfavorably affected by this 
action of the Americans, brought their influence to bear upon the 
British government in favor of its repeal. 

In the Virginia House of Burgesses Patrick Henry offered a 
resolution denying the right of the British government to tax 
America. Washington was at the time one of the delegates of 
the House. Patrick Henry in his eloquent manner exclaimed: 
"Tarquin and Caesar had each his Brutus, Charles had his 
Cromwell, and George III." — "Treason! treason!" cried the loyal- 
ists — "and George III. may profit by their example. If that be 
treason, make the most of it," continued Henry. These resolu- 
tions introduced by Henry were passed, as were also similar 
resolutions in Massachusetts and New^ York. 



162 A SCHOOL HISTORY OF THE UNITED STATES. 

The First Coloyiial Congress met in New York, October, 1765, 
and passed a Declaration of Rights and issued addresses to the 
two houses of Parliament and to the king himself. 

All the stamped paper sent to America was either destroyed 
or sent back to England. Every stamp officer either resigned or 
left the countr}'. In England the Americans had some strong 
friends even in Parliament. William Pitt, the "Great Com- 
moner," made a strong speech in the House of Commons in 
favor of America's protest, sa3dng among other things, "You have 
no right to tax America. I rejoice that America has resisted. " 
Following three months' hot discussion in Parliament, the Stamp 
Act was repealed; but a resolution was added affirming the right 
to tax America, Thus ended its one year's fruitless, troubled 
existence. At the peaceful solution of this difficult}' there was 
great rejoicing on both sides of the Atlantic. 

149.— A New Tariff Law Passed.— But Folly dwelt at the 
king's court. A few months after the repeal of the Stamp Act a 
bill was passed placing an import duty on tea, glass, paper and 
paints brought into the colonies. This was merely another form 
of the indirect tax, and violated the same principles of taxation. 
Biit the tax on rum and sugar had before been paid, in part at 
least, by the Americans, and why not this? For two reasons: 
The people were now aroused against all taxation by Great Brit- 
ain; and second, the money thus raised was to pay the royal 
governors, judges and other crown officers in America, thus 
making them independent of the colonial legislatures. The 
British soldiers to be stationed here were also to be paid out of 
this fund. By consenting to this tax the Americans would be 
.simply putting shackles on their own limbs. 

The people again refused to use British goods, especially 
those on which duties were levied. Samuel Adams and many 
others with him, bound themselves "to eat nothing, to drink 
nothing, to wear nothing manufactured in England." For nearly 
three years both sides stood firmly in the position they had taken, 
but Parliament finally yielded in so far as to repeal all the duties 
except the duty on tea. The Americans immediately responded 
by opening trade with England, except as to tea. The revenue from 



THE AMERICAN revolution: ITS CAUSES. 163 

this tea tariff would be small, as the tax was light; but the king 
and his supporters wished to show the Americans that he still 
claimed the right to tax them. The Americans were as deter- 
mined to show that they would not be taxed unless by the vote of 
their own people. 

After another three years' effort the British ministry, finding 
that they could not compel the Americans to "take tea" with the 
East India Corapau)', and thus collect the tax, attempted to play 
a trick on them. Up to this time, the tea before taken to 
America to be sold, must also pay a tax levied in England. This 
English tax was now removed so that only the American tax 
remained. The result was that the colonists could now buy this 
taxed tea of the English, cheaper than they could smuggle it 
from Holland, as had been done during the six years' struggle 
against the tax. 

Secondary Causes. 

150. — Boston Tea Party. — The king and his counselors 
were sure Americans would purchase in the cheapest market. 
Cargoes of tea were sent to Boston, New York, Philadelphia and 
Charleston. Those sent to New York and Philadelphia were not 
permitted to enter the harbor. At Charleston the tea was landed 
but not permitted to be sold, but being stored in damp cel- 
lars it soon spoiled. The culminating fight was reserved for 
Boston. Here the cargoes entered the harbor, but were not per- 
mitted to be unloaded. The revenue officer at this place being 
loyal to the king determined to land the tea and thus collect the 
tax. The day before the tea was to be stored in w^arehouses, in 
order to defeat the purpose of the king's officers, a great town 
meeting was held in the Old South Meeting House. At the close 
of the day as the meeting was about to adjourn, an Indian war- 
whoop was heard, and about fifty men dressed and painted as 
Indians, marched past the church down to the wharf, where the 
vessels of tea were moored. The crowd followed; in a quiet, 
business-like wa}- the disguised party entered the vessels, broke 
open the tea chests, and emptied their contents into the harbor. 
The destruction of this tea was not the act of a mob; it was done 
under the order of those who assumed to direct the affairs of the 



164 A SCHOOL HISTORY OF THE UNITED STATES. 

commonwealth of Massachusetts. Great was the wrath of the 
king and his followers when the news reached England; on the 
other hand, all the other colonies extended their sympathies to 
Massachusetts and applauded her act. 

151. — The Boston Port Bill. — As a punishment, Parliament 
hastened to pass a law closing the port of Boston, and removing 
the custom house to Salem. This act caused much suffering in 
Boston, but Salem refusing to take advantage of the misfortune 
of her sister city, opened her wharves and warehouses to the 
merchants of Boston. 

Two other laws were passed, one taking away the charter of 
Massachusetts, and the other requiring American citizens accused 
of treason to be taken to England for trial. 

152. — A Second Congress Called. — Another congress was 
called to meet at Philadelphia, eleven colonies responding. Reso- 
lutions were passed approving the act of Massachusetts; addresses 
were sent to the king himself, and to the British people, appeal- 
ing to their sense of justice and asking their rights as English- 
men; another was also sent to the Canidians, inviting them to 
unite with the colonies. Congress also recommended that the 
colonies suspend all trade relations with Great Britain until all 
oppressive laws should be repealed. The king and Parliament 
answered by sending io,ooo soldiers to America, under General 
Gage, in order to reduce the colonists to obedience. Massachu- 
setts established a government independent of the royal governor, 
and placed John Hancock at the head. In order to resist the 
British the new government of Massachusetts made preparations 
for raising and arming the militia, who were to be ready at a 
moment's notice, and for that reason were called "minute men." 
The storm is now gathering fast. Patrick Henry is right when 
he exclaims in the Virginia convention, "There is no longer any 
room for hope. We must fight. I repeat it, sir, we must fight!' ' 

163. — Synopsis of Causes of American Revolution. 

1 George III. becomes king of Englan.i, - - 1760 

2 Attempts to enforce the Revejiue laws more strictly, 
ITrits of Assista7ice, ..... 1761 



THE AMERICAN revolution: ITS CAUSES. 165 

3 Close of the French and Indian War, - - - 1763 

4 Pontiac's Plot, ...... 1763 

5 The Sugar and Rum Tariff law passed, - - 1764 

6 Stamp Act passed, ------ 1765 

7 First Colonial Congress, - - - Oct. 7, 1765 

8 Stamp Act repealed, - . - . . iy66 

9 The glass, paper, tea tariff bill passed, - - 1767 

10 Soldiers brought to Boston, - - - - ijSS 

11 "Boston Massacre," - - - - Mar. 3, 1770 

12 Tariff on all but tea repealed, - - - Apr., 1770 

13 Tea shipments — "Boston Tea Party," Dec. 16, 1773 

14 Boston Port Bill, ------ iy74 

15 First Continental Congress meets, - Sept. 5, 1774 

1S4. — Grouping of Dates. 

1265 A. D.— 1765 A. D.— 500 years. 

1265. — Meeting of they?r.y/ House of Commons. 

1 765. — House of Commons votes five to one in favor of the 
Stamp Act, a vote directly in opposition to the principle for which 
it fought the kings. 

1689 A. D.— 1789 A. D.— 100 years. 

1689. — Is the beginning of King William's War. This war 
was the result of the English Revolution of 1688. 

1789. — Is the beginning of our government under its present 
Constitution; the crowning result of the American Revolution. 

1763 A. D.— 1783 A. D.— 20 years. 

1763. — Marks the Jirsi Treaty of Paris — the close of the 
French and Indian War. 

1 783. — The second Treaty of Paris — the close of the American 
Revolution. 

1765 A. D.— 1775 A. D.— 10 years. 

1766. — Stamp Act passed, first positive cause of the Revolu- 
tion. 

1775. — Battle of Lexington, first battle of the Revolution. 



16€ 



1 SCHOOL HISTORY OF THE UNITED STATES. 




FANRUIL HALL, "THE CRADLE OF LIBERTY," BOSTON. 



THE REVOLUTIONARY WAR. 167 



CHAPTER XVI. 



THE REVOLUTIONARY WAR: EVENTS NORTH OF VIRGINIA, 

1775—1779- 

Parallel Readings and Correlate Work. 

Histories for reference: Bancroft, Ridpath, Fiske, Lossing's Field 
Book of the Revolution, Boys of '76, Fiske-Irving's Washington and his 
Country. 

Old South Leaflets, No. 43, The Capture of Vincennes, 1779 — George 
Rogers Clark; No. 47, Washington's Account of the Army at Cambridge, 1775. 
Specific readings from Bancroft, or other standard works From Con- 
tents: Concord and back to Boston; effects of the day at Lexington and 
Concord. The general rising; Bunker Hill. Britain seeks foreign aid. 
Trenton, Princeton. De Kalb and Lafayette; Joseph Brant; Charles Lee, his 
treason. Progress of Howe and BurgojMie. Life at Valley Forge and in 
Philadelphia. Monmouth. Andre. 

For Class Reading:— Ellis's Epochs in American History: Declar'^Jion 
of Independence, Victory at Trenton, Victory at Saratoga. 

Poems: — Read's "The Revolutionary Rising;" Montgomery's "Make 
Way for Liberty;" Holmes's "Battle of Lexington;" Longfellow's, "Paul 
Revere'sRide;" "Independence Bell" (Anon.); Emerson's "Concord Hymn;" 
Lowell's "Under the Old Elm," and his "Ode on the Hundredth Anniversary 
of the Fight at Concord Bridge;" Pierpont's "Warren's Address;" Holmes's 
Grandmother's Story of Btitiker Hill Battle; Webster's First Bunker Hill 
Oration. 

Brown's The Story 0/ Nathan Hale. 



155. — Conditions When the War Came.— The port of 
Boston had been clo.sed to all commerce. General Gage occupied 



168 A SCHOOL HISTORY OF THE UNITED STATES. 

it with several regiments of British soldiers. The charter of 
Massachusetts had been revoked, and to take its place the people 
had organized a new state government with John Hancock as 
governor. The people of Massachusetts had been declared rebels, 
and any American accused of certain offenses was to be taken to 
England for trial. Torn from friends, and all those influences 
that might aid in defense, he was to be sent across the Atlantic 
among unsympathetic strangers, or even enemies, to be tried for 
offenses supposed to have been committed in America. This was 
an outrage against the English laws which granted trial by a jury 
of his peers. John Hancock and Samuel Adams had been ordered 
to be arrested and sent to England to be tried for treason. The 
militia of the colonies had been organized, and was drilling and 
preparing for war. 

Exercise on Map of Boston and Vicinity. 

What water east of Boston ? What direction is Boston from 
Charlestown? From Dorchester Heights? From Cambridge? 
What direction did the British travel when going from Boston to 
Concord? Concord is on what river? Through what town did 
the British pass in going to Concord ? Where was the first 
British soldier killed ? Where the first American ? How many 
peninsulas shown on the map ? How many rivers ? Guns 
planted on Dorchester Heights caused the British to leave Boston. 
Why? What would have been the effect if the Americans could 
have held Bunker Hill ? Why? 

156. — Battle of Lexington. — General Gage, learning that 
the Americans were collecting militarj' stores at Concord, planned 
an expedition to capture them, but through the watchfulness of 
the citizens of Boston, the "minute men" were warned of the 
approach of the British. Longfellow in his "Paul Revere's 
Ride," vividly pictures the scenes of this eventful night. 

When the British soldiers reached Lexington in the early 
morning of April 19, 1775, they found a company of militia in 
line on the village green. Major Pitcairn, the British commander, 
rode forward and shouted, "Disperse, you rebels!" but no one 
moving, he cried, "Fire!" Seven Americans fell dead. The 



THE REVOLUTIONARY WAR. 



169 



militia after firing a few shots retreated, and the British contin- 
ued their march to Concord. Here they destroyed what stores 



Map No. 19. 




BO<STON & V/C/N/tY (F/^iAROSD) 



BOSTON AND VICINITY. 



they could find and prepared to return to Boston, but the whole 
country was by this time aroused. The "minute men" flocked 



170 A SCHOOL HISTORY OF THE UNITED STATES. 

from all directions. At the Concord bridge the British guard 
was attacked and driven off. Here the first British soldier fell. 
The British started on their return to Boston, but from behind 
each "fence and farm-3'ard wall" Indian fashion, these farmer- 
soldiers fired upon the British, who lost nearly 300 men, and had 
not re-enforcements come to them at Lexington, all would prob- 
ably have been either killed or captured. .The news flew fast. 
The next day following the battle, a great company of citizen 
soldiers had gathered around Boston. 

This is called the battle of Lexington; when compared with 
the multitude of other bloody scenes enacted on the American 
continent, it is but a skirmish, but in its effects, it was world-wide. 
"Here once the embattled farmers stood, 
And fired the shot heard round the world." 

— Emerson . 

The crack of the rifle at Lexington spoke the protest of a free 
people against tyrann3^ 

157.— Battle of Bunker HilL — A few days after the bat- 
tle of Lexington, 16,000 Americans were besieging Boston. The}^ 
soon threw up a line of works around the city, thus effectually 
cutting off the British from the surrounding country. A few 
weeks later large reinforcements came to the English. With them 
were Generals Howe, Clinton and Burgoyne, all destined to take 
an important part in the war. General Gage, the British com- 
mander, now had with him in Boston 10,000 regulars. Being thus 
strengthened, he planned to take possession of the Charlestown 
peninsula, but the Americans learning of this, hastened to fortify 
themselves on Breed's Hill, on this peninsula, thus overlooking 
and commanding Boston Harbor. General Prescott had been 
ordered to fortify Bunker Hill, but on reaching the ground he 
thought best to take possession of Breed's Hill, which was nearer 
the enemy. Swiftly and noiselessly the Americans fortified the 
hill. "All is well," as it came from the sentinels on the British 
man-of-war, could be distinctly heard by the Americans as they 
worked at their intrenchments. When morning revealed their 
position to General Gage, he knew that he nuist either drive them 
from this point or leave Boston. 



THE REVOIvUTlONARV WAR. 



171 




BRITISH OFFICERS IN THE WAR OF THE REVOLUTION. 



172 A SCHOOIy HISTORY OF THE UNITED STATES. 

The British men-of-war in the harbor began immediately to 
shell the American workmen on the hill, and by afternoon of that 
day General Howe, with 3,000 men, was on the peninsula ready to 
assault the rude earthworks behind which lay 1,500 patriots. 
Three times in solid line did the British regulars march up that 
hill; twice were the}^ driven back with great slaughter; but their 
third attempt was .successful. The Americans having no bayonets 
and being now out of ammunition, clubbed their muskets, but 
could not stop the British as they swarmed over the low breast- 
works. General Warren, who had a few days before been made 
a major general of the American army, fought as a volunteer and 
was killed. The Bunker Hill monument now marks the spot 
where he fell. Out of every three British soldiers that faced the 
American riflemen that day, one was either killed or wounded, 
while the American loss was less than half that of the British. 

The battle in its immediate result was a victory for the Eng- 
lish regulars, because they obtained position of the hill and 
thus saved Boston; but the moral effect was with the Americans, 
as it taught them that the British regulars were not invincible. 
It was said of the English, "Two more such victories and they 
will have no army left in America." This memorable battle was 
fought June 17, 1775. 

158. — Washington takes Command. — Washington be- 
ing appointed commander-in-chief of all the colonial troops, took 
command of the forces about Boston on the 3d of July following 
the battle of Bunker Hill. The house in which he had his head- 
quarters for several months while in Cambridge was for nearly 
fifty years the home of the poet, Longfellow. It was also the 
home of several other literary men before it came into the posses- 
sion of Mr. Longfellow. 

Washington had great difficult}' in supplying his army and in 
keeping them together, as the soldiers were militia, enlisted for a 
few months only. This was poor material with which to carry on 
a siege, but he managed to hold a sufficient number to present a 
bold front to the enemy. He thus kept the British shut up in 
Boston imtil March, 1776. General Knox, Washington's chief 
of artiller\ , had brought many pieces of large cannon from Ticoii- 



THE REVOLUTIONARY WAR. 173 

deroga to Cambridge on ox-sleds. Washington now having can- 
non sufficient in number and caliber, seized Dorchester Heights, 
south of Boston Harbor. General Howe, who had succeeded 
Gage as commander of the British forces, knowing that cannon 
placed on these heights could destroy the vessels in Boston Har- 
bor, and finding it impossible to drive Washington from this posi- 
tion, saw that he must leave Boston. On St. Patrick's Day, 
1776, the British sailed away to Halifax. For a few months fol- 
lowing the evacuation of Boston the colonies were free from the 
armed "red-coat." 

169. — Ticonderoga. — After the battle of Lexington, but 
before Bunker Hill, Ticonderoga and Crown Point were surprised 
and captured by the "Green Mountain Boys" under Ethan Allen. 
These forts commanded the line of communication between 
Canada and New York, and their possession was, therefore, of 
great importance to the Americans. Fort Ticonderoga had been 
built by the British government at great expense and large quan- 
tities of military stores collected there. All these stores and cap- 
tured cannon were of infinite value to the Americans, who were 
sorely in need of them. Some of these cannon placed on the 
heights of Dorchester suggested to the Briti.sh the propriety of 
leaving Boston. But of more value even than these was the 
ability of the Americans to command the road to Canada. We 
shall presently hear more of this as events progress. 

160. — Second Colonial Congress. — Congress had met in 
the fall of 1774 and petitioned the king and the English people 
for redress, but the king would not even receive the petition. On 
the day that Ticonderoga was taken, the Congress again came 
together. The people and Congress were still loyal to British 
rule and hoped that war might be avoided. Congress took upon 
itself the conduct and responsibility of the war then going on in 
Massachusetts, but it had no real power only as was given it by 
common consent of the colonies. George Washington was made 
commander-in-chief of the Continental Army, and other officers 
were appointed to serve under him. The circumstances of his 
taking command of the troops around Boston has already been 
mentioned. Congress asked each of the colonies to bear itG 



174 



A SCHOOL HISTORY OK THE UNITED STATES. 



portion of the expenses of the war. It also issued a Continental 
currency for the same purpose, and during the first part of the 
war there was no difficulty in passing this money, but long 
before the close of the struggle it became worthless. 

161.— Plans of the British Government. — George III. 
and his counselors found much difficulty in obtaining soldiers to 
send to America. 




The king's first attempt was to hire 20,000 soldiers from the 
Russian Empress, but failing in this he went to the petty princes 
of Germany, where he was more successful. Here he succeeded 
in hiring more than 20,000 troops. As some of these soldiers came 
from Hesse Cassel they were generally known in America as 
"Hessians." It will be remembered that the individual 
Germans did not thus sell themselves to fight others' battles, 
but it was the work of their rulers. 

162. — The Invasion of Canada. — While Washington 
and his army were at work around Boston, an expedition was 
sent against Canada. By the previous capture of Ticonderoga 
the road to Canada had been opened. This expedition had a 
double object. One was to get possession of the St. lyawrence 



THE REVOLUTIONARY WAR. 175 

River and thus cut off the British from any attempt to invade 
New York from that direction. The other motive was to per- 
suade the Canadians, who had been under the British rule but 
twelve years, to join the Americans against England. The main 
expedition under General Schuyler and General Montgomery 
passed down Lake Champlain and the Sorel River. The British 
at St. Johns on the Sorel held out for some time but finally sur- 
rendered. General Schuyler returning to Albany, the chief 
command fell to General Montgomery, who after the surrender of 
St. Johns, hastened to Montreal, which surrendered without 
resistance. With but 300 men he went to Quebec where he met 
a force under General Arnold, who had come by way of the Ken- 
nebec and Chaudiere Rivers. This little force under Arnold in 
its efforts to pass through the wilderness of Maine suffered great 
hardships. Why this force passed through the wilderness to 
reach Quebec when the route by wa}' of Champlain was open is 
difficult to understand. After Arnold and Montgomery had 
united their forces the whole number was less than 1,000 men, 
but with this small army they attempted to take Quebec. On the 
last day of the year 1775 in the midst of a snow-storm an attack 
was made on the city. In the charge General Montgomery was 
killed, and General Arnold was wounded. The effort to take the 
city failed, but the Americans still continued to hold a part of 
Canada until the next summer, when it was fully given up. 

163. — 1776. Leading to Independence. — The first half 
of the year 1776 was a period of preparation for the threatening 
storm; it was also a period of growth in mind toward independence. 
Up to this time the Americans had been fighting for their rights 
as British subjects. 

Richard Henry Lee offered a resolution in Congress stating 
that "The united colonies ought to be free and independent 
states." After a warm debate it passed, and a committee of five 
was appointed to prepare a declaration in harmony with the 
resolution. Thomas Jefferson, John Adams, Benjamin Franklin, 
Roger Sherman and R. R. Livingston were appointed on this 
committee. The form of the declaration was principally the 
work of Thomas Jefferson. On the fourth day of July, 1776, 



Map No. 20. 




INVASION OF CANADA, 1775. 



THE REVOLUTIONARY WAR. 177 

the Declaration of Independence was passed by Congress, and 
this day thus became the natal day of the United States of 
^.merica as a iiatiori. 




SIGNING Of DKCLARATION OF INDEPENDEiNCE. 

It was not until just twelve and a half years later that we 
were safely united under our present constitution; March 4, 1789, 
was necessary to complete the work of July 4, 1776. 

Exercise on Map No. 20. 
Trace Arnold's route to Quebec. Trace Montgomery's route 
to Montreal, and Quebec. Why did the taking of Ticonderoga 
in the early part of the year open the door to Canada? What 
place on Montgomery's route did the English hold? Why did 
Arnold's force suffer so severely before it reached Quebec? Why 
were the Americans so anxious to get possession of Quebec? 
The Champlain valley lies between what mountains? What 
advantage is this valley in either peace or war? 

164. — British Plans. — In May a British force under Sir 
Henry Clinton and Lord Cornwallis took possession of Wil- 
mington, North Carolina. With the exception of this force on 



178 A SCHOOL HISTORY OF THE UNITED STATES. 

the Cape Fear River, the thirteen colonies were, for a period of 
three months after the evacnation of Boston, absolutely free from 
a foreio-n eneni}-; but it was the calm before a storm. Britain for 
several months had been making great preparations for putting 
down her American rebellion. Nearly 60,000 English and Hes- 
sian troops were to be sent to America. This force would seem 
to be sufficient to crush the Americans in one campaign. Eng- 
land also expected much aid from the loyalists in America; these 
loyalists were called "Tories," a name of reproach in America. 

Questions on Map of Coast. 

What peninsula at the north of the colonies ? At the south ? 
Who has possession of these peninsulas ? Did that give the 
British any advantage ? The British had possession at different 
times of Savannah, Charleston, Wilmington, Yorktown, Phila- 
delphia, New York, Newport and Boston. Locate each of these 
cities. Name in order the original thirteen states. What states 
represented on the map w^ere not of the original thirteen? 

165. — Charleston, South Carolina. — The prime object 
of the British in securing a foot-hold in the south was to organ- 
ize the Tories against the Whigs, as those favoring separation 
from England were called. The king had been led to believe 
that a large number in the south were loyal to him; in this he 
was disappointed, though there were in the south, as in other 
parts of the union, many Tories. The war between the Whigs 
and the Tories was more cruel and unrelenting than that between 
Americans and Britons, illustrating the fact that a civil war is 
usually more bitter than a war between foreign nations. 

In June a large force under General Clinton arrived from 
lingland. Washington expected this force to attack New York 
cit>', but the enemy passed on to the south. Clinton uniting 
his forces with those already in North Carolina soon appeared 
before Charleston, accompanied by a large fleet under Sir Peter 
Parker. Fort Moultrie, made of palmetto logs, with earth thrown 
between the layers, was the main protection to the cit}'. The 
British expected to l^e able in a short time to knock this fort into 



THE REVOLUTIONARY WAR. 
Map No. 21. 



179 




^T.AufuStinf 

F-LOR/DA 



^^^ 5/^ADeO FAHT- ENGLISH 
UNSHA D£D - a/V/TED ST A T£S . 



ATLANTIC COAST. 

(Conditious at the beginning of the Kevolutiou.) 



180 A SCHOOL HISTORY OF THE UNITED STATES. 

splinters, but the soft palmetto wood received the cannon balls 
without splitting. The enemy was, after several hours of severe 
cannonading, driven off by the firing from the fort. This was a 
glorious victor}', as it gave peace and security to nearly all the 
south for three 3'ears. 

166. — New York. — Between Nova Scotia at the north and 
Florida at the south lay the thirteen colonies. England held 
peaceable possession of these two 'peninsulas, but they were too 
far away. If she is to conquer, she must get a foot-hold in some 
central position in the colonies; she must have a good harbor 
where her navy and merchant ships can ride in safety; and, to 
use a military term, she must have a "base" from which to direct 
all her military operations. As England had full control of all 
the Atlantic coast, she could choose her place of attack. Wash- 
ington well knew that he could not guard at all points the i , 500 
miles of sea coast; but he also knew there were practically but 
three doors to watch. These were Charleston for the southern 
colonies, Chesapeake Bay for the central, and New York city for 
the northern. The south had been made safe for the time, at 
least, by the victory of Ft. Moultrie. New York city was the 
real key to the American continent, and Washington as well as 
the British officers knew it; hence, as soon as Boston was evacu- 
ated, Washington had hastened with his whole army to occupy 
and to fortify New York city. 

It was also the design of the British to occupy New York and 
the Hudson River and thus cut off New England from the other 
colonies; as the British navy had complete command of the ocean, 
all communications would thus be severed, and the final result, 
the defeat of the colonies. But it was not until mid-summer 
that General Howe appeared before New York city, where he 
was joined by his brother, Admiral Lord Howe, from England 
and by Clinton with his defeated forces from the south. General 
Howe had in addition to his naval forces over 30,000 British 
and He.s.sian troops; while Washington had but half as many, 
with no naval force to aid him. 

167. — Battle of Long Island. — To keep British vessels 
from passing up the Hudson, two forts on opposite sides of the 



THE REVOIvUTIONARY WAR. 



181 




AMERICAN OFFICERS OF THE REVOLUTIONARY WAR. 



182 A SCHOOL HISTORY OF THE UNITED STATES. 

river had been built, and between these forts were placed obstruc- 
tions in the river. Brooklyn Heights on Long Island were forti- 
fied and held by the Americans under General Putnam. It will 
be noticed that the American force on Long Island was separated 
from New York by the East River, which water was commanded 
by the British fleet. It seemed necessary to hold Brooklyn Heights 
in order to save New York, but it was a desperate necessity. 

The Americans on Long Island were defeated by an over- 
whelming force of the enemy. Many of the Americans were cap- 
tured in battle, and the remainder, by remarkably good fortune, 
escaped across the East River to New York city. This is known 
as the Battle of Long Island. A part of the battle ground is now 
occupied by the beautiful Greenwood cemetery of Brooklyn. By 
this battle New York city was lost to the Americans; and by its 
loss several j^ears were added to the war of the Revolution. For 
seven years the city was occupied b}^ British soldiers, and be- 
came the center of all their movements during the remainder of 
the war. 

168. — The Retreat of the Americans. — On leaving the 
city, Washington retreated up the Hudson. There was some 
fighting at Harlem Heights and at White Plains, but with no 
positive results to either side. For two months Howe attempted 
to make headway up the Hudson against Washington and his lit- 
tle army, but with no success. The British were never able to 
wrest the Hudson River from the Americans; the reasons for this 
are quite clear to those who have seen the highlands of this 
beautiful river, when it is remembered that a brave army was sta- 
tioned on those heights to defend them. West Point, the present 
site of the United States Military Academy, and other strong posi- 
tions in the highlands were fortified. Howe, despairing of mak- 
ing any further advance northward, turned his attention to New 
Jersey. Ft. Washington on the north end of Manhattan Island 
with 3,000 prisoners was captured by the British. Washington 
had ordered the fort to be evacuated, but the officers in command 
felt .so secure that they disobeyed his orders. Ft. Lee on the op- 
posite shore was soon after abandoned by the Americans. New 
Jersey was now open to the British, as Washington had not sufl&- 



THE REVOLUTIONARY WAR. 183 

cient force to defend it. He retreated across the state, doing all 
he could to retard the march of the enemy, and a little more than 
two weeks before Christmas, crossed the Delaware River into 
Pennsylvania. To the Americans the year .seemed about to end 
in gloom, but Washington and his companions seemed inspired 
with the thought that the hopes of a great nation, yet to be, hung 
on their fidelity. All of New Jersey was now in the hands of the 
English, but Washington had secured all the boats along the 
Delaware River, so that the enemy could not cross into Pennsyl- 
vania. Howe expected as soon as the Delaware w^as frozen over 
to march to Philadelphia. Lord Cornwallis, the most active 
leader of the expedition, was so sure that the war was near its 
close that he had ordered his trunks to be placed on a vessel with 
the intention of embarking for England. 

The people of New Jersey had given little aid to Washington, 
and many of them had sworn allegiance to King George; but the 
conduct of the Hessians while among them was so cruel that the 
people were outraged, and when the opportunity again offered, 
many of them flocked to the standard of the New Republic. 
The Hessians ever after, became to an American an object of 
hatred and contempt. 

169. — Battle of Trenton. — Washington remained on the 
west bank of the Delaware River less than three weeks. On 
Christmas night — 1776 — amidst floating ice and a blinding snow- 
storm, he recrossed the Delaware into New Jersey. Swiftly and 
silently swept the little band of weary patriots on the boozy 
Hessians at Trenton. ''Mctory or Death'^ was the watch- word 
given by Washington himself for that fateful Christmas night. 
When the Americans reached Trenton the struggle lasted but a 
few minutes. When the messenger rode up to Washington with, 
"Sir, the Hessians have surrendered," his strong will, after hours 
of anxious strain, gave way to his feelings, and dropping the bridle 
reins, with clasped hands, he rai.sed his eyes to heaven in gratitude. 

Nearl}' 1,000 prisoners were captured. The British had been 
cantoned among the villages of New Jersey, but the bold and 
successful movement of Washington changed all this, and 
Cornwallis concluded not to take a vacation trip to England. 



184 A SCHOOL HISTORY OF THE UNITED STATES 

Questions on Map of Nkw Jersey. 

Trace Washington's movements from battle of Long Island 
until he goes into winter quarters at Morristown. What battles 
were fought in these movements? What direction did Washing- 
ton retreat after leaving Fort Lee ? What direction did he move 
after the battle of Princeton? Why was Morristown a good 
position for the American army ? 

170. — Baltic of Princeton. — A few hours after the victory, 
Washington had recrossed to Pennsylvania with his prisoners, 
but by the first of the year — 1777 — he was again at Trenton, and 
Cornwallis with a large force was at Princeton, Cornwallis 
attempted to catch Washington at Trenton, and thought for a 
time that he had actually trapped "the fox' ' as he called him, but 
Washington, leaving a small guard to keep the campfires burning 
to deceive Cornwallis, slipped around him, and by daylight the 
next morning, was at Princeton in the rear of the British army. 
Here the Americans met a force of the enemy and a sharp fight 
ensued, but the British being defeated, retreated northward, thus 
leaving the road open for Washington. About the time that 
Cornwallis learned that the Americans had left Trenton, the 
boom of cannon from Princeton told him where they were. As the 
rear of Washington's army was leaving Princeton, moving north- 
ward, the advance of Cornwallis' s army entered the town. Wash- 
ington now took his army to Morristown, among the highlands of 
northern New Jersey, where he went into winter quarters. Here his 
army was safe from attack and at the same time was in a position 
to watch the movements of the enemy about New York. 

Cornwallis now withdrawing his army to New Brunswick, 
nearly all of New Jersey was freed from the eneiu}-. What a 
change! On Christmas day all New Jersey was in the hands of 
the English, but within two weeks they had lost all but two 
places near New York city. "Until that hour, the life of the 
United States flickered like a dying flame. * * * That vic- 
tory turned the shadow of death into morning." 

During December, while the stirring events in New Jersey 
were in progress, a large English fleet under the command of Sir 



The revolutionary war. 

Map No. 22. 



185 



CAMPAIGN 
AROUND NEW YORK 
AND 




186 



A SCHOOIv HISTORY OF THE UNITED STATES. 



Peter Parker captured Newport, Rhode Island. This place was 
held by a strong British force for several years. 

171.— Results of the Year— 1776.— In March the British 
lost Boston; in mid-summer they attempted to take Charleston, 
S. C, but failed. The results of the year gave the British 
possession of New York City and the adjacent country, and 
Newport, Rhode Island. 




WASHINCTO: 



THE i>LLA\V/ 



172.— The Year of Double Campaigns.— 1777.— The 

year 1777 is an important one in the history of the United States, 
for, though the war continued four years longer, it was really the 
decisive year of the struggle. England made extensive prepara- 
tions, hoping that by one great effort, the conquest of America 
might be completed during this year, as she had good reasons for 
believing that if the war continued, France would join the 
Americans against her. 

George III. again went to the German market for troops, but 
with poor success. Public opinion in Germany had been so 
wrought up against the business that the king could get scarcely 
3,000 men. In sympathy with the king. Lord George Germain 
of the British cabinet, who as colonial secretary had special over- 
sight of American atfairs, sought allies in the wilds of America. 



THE REVOI,UTIONARY WAR. 187 

Great efforts were made to persuade the Iroquois and other tribes 
of Indians to take up the tomahawk and scalping knife against 
the Americans; and they were in part successful. 

Be it said to the honor of many Knglishmen that they looked 
with horror upon this method of warfare. Lord Howe, the 
British Admiral, and his brother General Howe, commander of 
the Britain forces in America, Sir Guy Carleton, Governor of 
Canada, and other British officers opposed this use of the Indians. 
Lord Chatham (William Pitt) spoke very forcibly against the 
use of the Germans and the Indians in the war with America. 
These are his words bravely spoken in Parliament: "You may 
swell every expense, * * * traffic and barter with every lit- 
tle, pitiful German prince, that sells and sends his subjects to 
the shambles of a foreign prince, j^our efforts are forever vain and 
impotent. If I were an American as I am an Englishman, while 
a foreign troop was landed in my country, I never would lay 
down my arms; never, never ^ never!" In regard to the Indians, 
he calls them "The horrible hell-hounds of savage war." Two 
other great English statesmen, Charles James Fox and Edmund 
Burke, condemned the king for employing savages, when it was 
well known that "brutality, murder and destruction were ever 
inseparable from Indian warriors." 

173. — Plans of the British. — The great plan of the British 
for the year was to sever New England from the other states. 
This was to be done by sending one army from Quebec up the 
valley of Lake Champlain to Albany, and by sending another 
from New York city up the Hudson to meet the one from the 
north. A third command was to be sent up the St. Lawrence 
to Oswego, thence down the Mohawk valley to Albany. This 
city was thus to be the focus of three lines of advance. Each 
of these valleys is nature's highway through the wilderness. 

174. — Burgoyne*s Invasion of the North. — General 
Burgoyne was given command of the advance from Quebec; St. 
Leger was to lead the column by way of the Mohawk; while 
General Howe was to clear the Hudson. It was the hope of the 
British authorities that the Mohawk column might be joined by 
a large body of Indians and Tories found in that part of New 



188 A SCHOOL HISTORY OF THE UNITED STATES. 

York state. These were excellent plans if they could be success- 
full)' executed. 

Burgoyne started with about 7,000 regulars — English and 
Germans — and enough Canadians and Indians to swell his army 
to 10,000 men. He had little difficulty in passing Lake Champlain 
and reaching Ticonderoga near its head. 

General St. Clair, the American commander, finding it 
impossible to hold the fort against so great odds, retreated south- 
ward. Ticonderoga was evacuated July 5, but General Schuyler 
in his retreat so obstructed the roads by destroying bridges and 
felling trees that it took Burgoyne all the remainder of July to 
reach Fort Edward on the Hudson. While at Fort Edward 
Burgoyne .sent an expedition of about 1,000 men, mostly 
Germans, against Bennington, Vermont. A body of militia 
known as "The Green Mountain Boys" under General Stark, met 
and totally defeated this force; less than 100 of the whole 
number sent out, ever found their way back to Burgoyne. This 
defeat at Bennington, and the difficulty of transporting provisions 
across the country from Lake Champlain to the Hudson, caused a 
delay of another month. 

175. — Siege of Fort Schuyler. — About the time Burgoyne 
reached Fort Edward, St. Leger reached Fort Schuyler, and for 
nearly three weeks besieged it. This fort had been built by the 
Americans on the Mohawk portage of that river and the Oswego 
valley; it is sometimes known as Fort Stanwix, and occupied the 
present sight of Rome, New York. This had been the carrying 
place of the Indians for many generations. 

This fort stood in the way of St. Leger and must be captured 
before he could descend the Mohawk. A body of New York 
militia under General Herkirmer, on the way to relieve the 
Americans at the fort, fell into an ambu.sh, and here within 
a few miles of the fort, was fought a desperate battle with 
the Indians under their famous chief, Joseph Brant. The 
Americans were obliged to retreat, but the Indians lost .so 
many of their chiefs and braves that they became discouraged 
and returned to their homes, leaving the English to besiege the 
fort alone. 



THE REVOLUTIONARY WAR. 189 

A small force of Americans under Arnold hastened to the 
relief of the fort. The English hearing of the approach of this 
reinforcement fled in a panic, leaving a large quantity of military 
stores. Thus failed one of the co-operating plans of the British. 

176. — The Second Failure. — The second co-operating 
force, the one from New York city under General Clinton, up 
the Hudson River, also failed. Through the poor generalship of 
Putnam, who had been entrusted with the defense of the high- 
lands, the British came very near reaching Albany from the 
south. 

By this time Burgoyne's Indian allies began to be discouraged, 
and before the decisive battles were fought, had melted away, 
leaving the British to do their own fighting. The failure of the 
expedition.*: down the Mohawk, up the Hudson, and against 
Bennington, with the desertion of his Indian allies, sealed the 
fate of Burgoyne. By these failures he was practically defeated, 
though he had not yet fought a battle. General Schuyler, who 
had, up to this time, commanded the Americans opposed to 
Burgoyne, was not a great general, but was a generous patriot. 
Just at this time, when final victory was almost in his grasp, he 
was relieved by General Gates; he was no better general than 
Schuyler, but was an ambitious, vain, meddlesome man. 

Encouraged by the victories at Fort Schuyler and at 
Bennington, the American militia now flocked to the north in 
great numbers, so that Gates now had more men than Burgoyne; 
but in the face of all these discouragements Burgoyne still pressed 
on toward Alban}'. 

177. — The two Battles. — Ten weeks after his capture of 
Ticonderoga Burgoyne crossed to the west bank of the Hudson 
and advanced toward the Americans now at Stillwater. At Bemis 
Heights, between Saratoga and Stillwater, two battles were fought 
(September 19, and October 7th). In the first, Burgoyne was 
defeated in his attempt to drive the Americans from their 
position; in the second, he was driven from his position and 
compelled to retreat northward to Saratoga. The Americans now 
swarmed around the defeated Britons, and all hope of escape 
being gone, Burgoyne at Saratoga surrendered his whole army of 



190 A SCHOOL HISTORY OF THE UNITED STATES. 

nearly 6,000 men. The loss of the British in the whole campaign 
could not have been less than 10,000 men. 

Exercise on Map of Burgoyne's Invasion. 

When the Americans left Ticonderoga the)- retreated by way 
of White Hall, which line of advance did Burgoyne follow? 
Which is the shorter land route, by way of Fort George to Fort 
Edward, or from White Hall to Fort Edward? How far south 
did Burgoyne go ? Why did he not go further ? What direction 
is Bennington from Fort Edward? Why were the two battles 
south of Saratoga fought? Give name or names of these two 
battles. Where did Burgoyne surrender? What British forces 
did Burgoyne expect to meet at Albany ? Give reasons why 
these forces never met there. Trace St. Leger's route. Why 
did he follow that route? 

178. — Campaign in the South. — While the stirring events 
were taking place in the north, others equally important, though 
not so decisive, were in progress south of New York. It had 
been the intention of Howe to co-operate with Burgoyne by 
taking possession of the Hudson River. But he thought he could 
take a trip across New Jersey, capture Philadelphia, and return 
to New York in time to accomplish his part of the work. But 
Washington interfered with his plans so persistently that he 
withdrew from New Jersey with the intention of going to Phila- 
delphia by water. W^hen Howe with his army in transports 
reached Delaware Bay, he learned that he could not ascend the 
river, as it was too strongly guarded. Concluding that the kmg- 
est way around was the easiest way to Philadelphia, he trans- 
ported his troops down the coast and up the Chesapeake Bay with 
the intention of moving overland to Philadelphia. 

179. — Battle of Brandy wine. — Washington learning the 
destination :)f Howe, hastened from New Jersey through Phila- 
delphia in order to place his army between the city and the enemy. 
The two armies met on the banks of the Brandywine Creek. 
Here Washingtoij, in his attempt to stop the progress of Howe, 
was defeated by overpowering numbers. The result was that 
Philadelphia fell' into the hands of the British. Though Wash- 



Mai> No. 23. 




n't <. 



o<^f^\\ 



'•^i -• 




^fe 



iS 







\ 






/ 








HUDSON RIVER AND LAKE CHAMPLAIN VALLEYS 



192 A SCHOOL HISTORY OF THE UNITED STATES. 

ington could not keep the enemy out of Philadelphia, he was 
successful in delaying his progress. It had taken Howe a 
full month to march from the head of the Chesapeake Bay to 
Philadelphia. 

180. — Forts on the Delaware. — The British entered the 
city September 26, but it was nearly two months later — Novem- 
ber 18 — that the Delaware River was open for navigation to British 
shipping. It had taken all this time for the enemy to reduce the 
two forts — Mifflin and Mercer — guarding the river. Until the 
British had free access to the ocean by way of the Delaware River 
and Bay their position in Philadelphia was not secure. Burgoyne 
had surrendered October 17, a full month before Howe had 
firmly established himself in the cit3\ 

While Howe was reducing the forts on the river, Washington, 
ever watchful, attempted to surprise a detached force at German- 
town, a suburb of Philadelphia. In this he was unsuccessful, 
but through no fault of his or his plans. Washington late in the 
year went into winter quarters at Valley Forge. This closed the 
double campaign 3'ear of 1777. 

Exercise on Map of New Jersey and Vicinity. 

Trace the route taken by Howe's army on its way to Phila- 
delphia from New York in 1777. At Brandj^wine Creek Wash- 
ington attempted to head off Howe from taking Philadelphia. 
What battle was fought in this attempt? Did Washington suc- 
ceed in keeping Howe out of Philadelphia ? Why did not Howe 
sail directly up the Delaware Bay and River to Philadelphia? The 
British General Clinton in 1778 left Philadelphia for New York, 
moving directly across New Jersey. Trace his line of march. 
What battle was fought on the way? In 1777, while Howe was 
taking his army to Philadelphia by way of the Chesapeake Bay, 
Washington was at Morristown, New Jersey. When he heard 
that the Briti.sh had landed at the head of the Chesapeake Bay, 
he rapidly moved his arm)- to the banks of the Brand3vvine Creek. 
What direction did he move and through what towns did he pass? 
Locate Valley I^'orge; West Point; Gcrmantown; Schuylkill 
River; Stony Point. 



THE REVOLUTIONARY WAR. 

Map No. 24. 



198 




CAMPAIGNS OF VVASHlNd ION DURING THE YEARS I77O, 1/77 AND I77S. 

(Vicinity of New York and Philadelphia.) 



194 A SCHOOL HISTORY OF THE UNITED STATES. 

181.— The Results of Burgoyne's Surrender.— All the 

glory of the year 1777 seemed to rest with the army of the north. 
Many of the Americans at that time exalted Gates in comparison 
with Washington. Bnt the decisive victory at the north was 
possible only becau.se of the work done by Washington in New 
Jersey and Pennsylvania. He kept an army of 18,000 men 
engaged all summer, and until late in the fall, with his band of 
patriots numbering but little more than one-half that of the 
enemy. He weakened his own army in order to swell the forces 
against Burgoyne. He knew that defeat at the north would be fatal 
to independence. He considered the cause greater than the glory 
of any man, and was ready to be placed under a cloud if it were 
necessary for the salvation of his countr3^ He sought ultimate 
success regardless of present honor. We must therefore consider 
the surrender of Burgoj-ne as the results of the combined action 
of both the American armies. Creasy in his "The Fifteen Deci- 
sive Battles of the World," classes Saratoga as one of the fifteen. 

182. — Influence of Burgoyne's Surrender in Europe. 
— When the results of the year's work was known in England, 
Lord North, the British Prime Minister, was ready to grant the 
Americans all they had demanded except independence, and sent 
commissioners to this country to treat for peace; but nothing 
came from th^se efforts as the Americans insisted on complete 
separation from England. 

France had been from the beginning of the struggle friendly 
to the Americans; now, being satisfied that thej- were able 
to successfully cope with Britain, she was ready to acknowledge 
their independence. France knew that this action would result 
in war with England. Nevertheless, early the next year (1778) a 
treaty of alliance and of commerce was negotiated between the 
United States and France, in which complete independence of the 
United States as a nation was recognized by France. Holland 
has the honor of being the second nation to extend to us the 
hand of fellowship. 

To Doctor Benjamin Franklin, our representative at the 
French court, is due much of the credit of bringing about this 
favorable result. 



THE REVOLUTIONARY WAR. 195 

In America the immediate results of the year's operations were 
small . One of the most gloomy periods of the war followed the vic- 
tory at Saratoga. During the winter of 1777-1778 the American 
army suffered intenseh' while in winter quarters at Valle}- Forge. 

183.— Financial DifficulUes of the United Stales.— 
The real cause of this suffering and gloom was the very bad- 
condition of the finances of the United States. There was suffi- 
cient w'ealth in the nation properly to supply and pay the army 
in the field; but Congress had no power to tax the people 
directly. It requested, but could not compel the states to levy 
taxes. The states in many cases refused to tax themselves, or to 
borrow the mone^- in order to meet their proportion of the 
expenses. Through the neglect, the bickering, and the pro- 
vincial jealousies, the soldiers were compelled to go half-clothed, 
half-fed, unpaid and unsupplied with man}' of the needed equip- 
ments for war. Congress borrowed some money from France and 
Holland, but much of the Expense of the war was paid with con- 
tinental currency, this "money" being notes i.ssued b}- authority 
of Congress, h. bill will pass for its face value so long as real 
money, gold or silver, can be exchanged for it on demand or in 
the near future. 

As the war "dragged its slow length along," and Congress 
continued to issue large quantities of this currency with but 
slight hope of its ever being redeemed, its value rapidh" decreased 
until it became worthless. Think of paying ten dollars for a 
peck of oats or five hundred dollars for a pair of boots. 

It was largely through this want of financial ability that the 
war was continued during four more years. England hoped, and 
had reasons to expect, that the Revolution would collapse through 
want 'of financial support; and .so she continued the war long 
after pure military success for her was hopeless. 

184. — Europeans Who Came to Our Aid. — During the 
war a number of Europeans offered their services to the United 
States. Both Washington and Congress were troubled to know 
what to do with some of these men as they wanted large pay and 
high positions. It was at first difficult to sift the wheat from the 
chaff. 



IQfi 



A SCHOOL HISTORY OF THK UNITED STATES. 



'■■Vj^ 




EUROI'EANS WHO AIDED THE AMERICANS IN THEIR STRUGGLE FOR 



INDEPENDENCt; 



THE RKVOLUTIONARY WAR. 197 

Lafayette. — The first and noblest of all these Europeans that 
fought for America was Lafayette, a young French nobleman, 
who offered his services as a volunteer without pay and without 
rank. He was soon made a Major General, and during 1777 
was with Washington. At the Battle of Chad's Ford (Brandy- 
wine) he was wounded. He did good service until the close of 
the war. He was Nature's Nobleman, liberty-loving, generous, 
using his own wealth to supply the needy American soldiers. 
Among other generous deeds, he clothed and equipped a whole 
regiment. 

Baron De Kalb, a German, came to America with Lafayette. 
He also was made a Major General, and at the Battle of Camden 
gave his life for America's cause. 

Baron Steuben, a Prussian officer under Frederick the Great, 
came to America during the dark days of Valley Forge. Being 
made Inspector General under Washington, he set to work 
re-organizing and drilling the army, and in the first battle of the 
next year (Monmouth) the arm}' proved the benefits of this thor- 
ough preparation in drill and organization. 

Kosciusko ayid Count Pulaski, two Polish patriots, were 
among the noble natures who came to our aid in the day of need. 
Kosciusko did excellent ser\'ice on the staff of Washington. 
Pulaski gave his life to our cause at the attack on Savannah. 
Both Lafayette and Kosciusko afterward became leaders among 
their own people. They were disciples of Washington, and car- 
ried with them to their homes, inspiration received through sev- 
eral years of association with him. 

185. — The American Flag. — The American flag was an 
evolution. The one used by General Washington at Cambridge 
was like the British flag except that seven red and six white 
alternate stripes were used in place of the red of the British. 

The flag as adopted by Congress, June 14, 1777, had in 
addition to the thirteen red and white stripes, thirteen white 
stars on a blue background. The present flag differs from that 
only in the number of stars, one being added for each new state. 
There are now forty-five stars to correspond to the number of 
states in the union. 



198 



A SCHOOL HISTORY OF THE UNITED STATES, 



18B.— Monmouth — 1778.— The British army spent the 
winter 1777-78 in Philadelphia, warmly housed and well fed; 
while the Americans a few miles away suffered from cold, hunger 
and exposure for want of blankets, clothing, food and shelter. 
In the spring Sir Henry Clinton, the new British commander, 
fearing that he might be shut up in Philadelphia by the French 
fleet in Delaware Bay, concluded to leave the city and march his 
army across New Jersey to New York. 




BUST OF r-AFAVKTTE. 



Washington now having an army equal to that of the English, 
determined not to let Clinton reach New York without getting 
hurt. At Monmouth he attacked the British, hoping to defeat 
them while strung out on the march. Through the treacher}- and 
disobedience of General Charles Lee, the attack at first failed. 
Washington had ordered Lee, who commanded the advance divi- 
sion, to push the enemy, but on riding to the front, he found 



THE REVOLUTIONARY WAR. 199 

Lee's command retreating in some disorder. Under great excite- 
ment he rode forward, and in very forcible language demanded 
ol Lee the reason for the retreat. I.ee, awed by the indignation 
and majest}' of the connnanding general, stammered out some- 
thing to the effect that his troops could not stand before the 
British regulars. Washington b}' great exertions rallied his flee- 
ing troops, and by bringing up the main army, soon turned the 
tide of battle. All that long, hot June day the Americans 
proved to the world that they could stand before the best drilled 
regulars. Neither arm}' was driven from the field, but the next 
morning found the British far on the road towards New York, 
they having silently stolen away during the night. This was the 
last important battle of the Revolution north of Virginia. 

187. — The Treachery of General Charles Lee. — Charles 
Lee had been a British officer but just before the Revoluti<Mi had 
come to America. Claiming to be in favor of American inde- 
pendence, he sought and obtained the commission of Major 
General in the Colonial army. He made great pretensions as to 
his abilities, and from the first began to scheme for an inde- 
pendent, if not the chief, command. Through his carelessness he 
was captured by the British in the fall of 1776. The British 
general threatened to send him to England to be tried and 
executed for treason, but Washington finally succeeded in 
getting him exchanged. After his exchange he was given an 
important command in Washington's army. The .story of his 
disobedience at Monmouth has already been told; smarting under 
the rebuke of Washington on the battle-field he wrote two 
insulting letters to his chief. This closed his military career. 
He was condemned by a court-martial, and suspended from 
command for one year. Congress soon after, for other miscon- 
duct, dismissed him from the army. All the foregoing was 
known to our fathers; but a few years ago, however, full proof of 
his treason was discovered among the papers of General Howe's 
secretary. While a prisoner in New York he wrote to Howe 
giving him all possible information concerning the Americans, 
and gave his advice as to the best method of conquering the 
colonies. The letters which bring this treason to light lay 



200 A SCHOOIv HISTORY OF THE UNITED STATES. 

hidden away under nearly a century's gathering dust. This 
Charles Lee was in no way related to the Lee's of Virginia. 

188. — The Indians During the Revolution. — The Indi- 
ans during our Revolution either took the side of the English or 
remained neutral. None of the tribes fought for the Americans. 
The British used strong inducements to excite the Indians against 
the Americans on the frontiers, from Georgia to Canada. 

The Cherokees and other tribes at the south caused .some 
anxiety to the settlers, but were kept from doing any great 
mischief by the watchfulness of the hardy back-woodsmen. 

The Iroquois in New York were the most hostile, but not all 
these tribes were active enemies. The story of the Indians with 
St. Leger and with Burgoyne has been told, but the year 1778 is 
especially noted for Indian cruelties. 

189. — Wyoming. — A band of Tories and Indians from New 
York marched stealthily into Pennsylvania and surprised the 
peaceful inhabitants of the beautiful Wyoming valley; hundreds 
of men, women and children were slaughtered without mercy. 
After laying waste this peaceful valley, these marauders returned 
to their homes in western New York, laded with scalps and 
.spoils. This massacre occurred July 4, 1778. 

190. — Cherry Valley. — Later in the same year a like 
attempt was made by the Indians on Cherr}' Valley in New York, 
but not with so great success. They were not able to capture 
the stockade held by a few soldiers, but succeeded in killing and 
capturing many of the inhabitants. 

191. — The Indians Punished. — In order to punish, and 
to strike terror to the hearts of these savage fiends, a force under 
General Sullivan was sent the next year (1779) against them. 
They were defeated in a battle in western New York, their 
villages destroyed, and their fields laid waste. By this 
expedition the power of the Six Nations was totall}' broken. 

192. — Colonel Clark and the Northwest. — Colonel 
Hamilton, the British commander at Detroit, attempted to unite 
all the northwestern Indians against the western frontier settle- 
ments, but before he could complete his plans. Colonel George 
Rogers Clark, a Virginian, made a wonderfully successful expe- 



THE REVOLUTIONARY WAR. 



201 



Exercise on Map of Clark's Expedition. 

Kaskaskia was settled by the French in 1673, Where is Kas- 
kaskia? Colonel George Rogers Clark captured it on the 4th day 
of July, 1778. From whom did he capture it? How long did 

Map No. 25. 




/^t^ r u ci^Y 






GEORGE ROGERS CLARK'S EXPEDITION, I778-1779. 

(Unshaded part territory gained by Clark's Expedition.) 

the French hold possession of it ? How long did the English ? 
Where is Vincennes? Trace the route of Colonel Clark. All of 
the territory north of the Ohio River came under the government 
of the United States by the treaty at the close of the Revolution. 
Did Clark's conquest give us a valid claim to this northwest 
country ? 



202 



A SCHOOL HISTORY OF THE UNITED STATES. 



dition that frustrated all the designs of Hamilton. Receiving 
authority from the Governor of Virginia, Clark marched with but 
four companies of soldiers against Kaskaskia, Illinois, which 
point he captured on the 4th day of July 1778. The next year 
he marched rapidly across southern Illinois and surprised Vin- 
cennes on the Wabash, capturing Colonel Hamilton himself. 




INDEPENDENCIC HALL, PHILADELPHIA, PENN. 

By this little campaign of 1778 — 1779 Clark not only broke 
up the proposed Indian confederac}', thus saving the frontiers 
from the horrors of an Indian war, but it also gave the Uuited 
States possession of all the country between the Ohio River and 
tlie Great Lakes. This gave the United vStates a valid claim to 
the Northwest territory when the treaty of peace at the close of 
the Revolution was under discussion 



THE CLOSE OF THE WAR. 203 



CHAPTER XVn 



THK revolution: OPERATIONS IN THE SOUTH; THE CLOSE OF 
THE WAR. 1779-1781. 



Parallel Readings and Correlate Work. 

• 

Biography: — Francis Marion, Thomas Sumter, Nathaniel Greene, Paul 
Jones, Anthony Wayne, George Rogers Clark, Daniel Boone. 

Histories for general reference: Bancroft, Ridpath, Fiske, Lossing's 
Field Book of the Revolution, Coffin's Boys of '76, Parton's Heroes of the 
Revolution, Roosevelt's The Winning of the West, Vol. I and II, Old South 
Leaflets No. 15, Washington's Circular Letter to the Governors of the 
States. 

Class Readings: — Ellis's Epochs, The Victory at Yorktown. 

Poems: — Drake's "American Flag;" Dwight's "Columbia;" Holmes's 
"The Flower of Liberty;" Bryant's "The Song of Marion's Men." 

Historic Fiction:— Cooper's 77/ <? /'zVo/ (Paul Jones). Kennedy's //(7;-5^- 
Shoe Rolunson. 

Geography: — The Atlantic States south of Virginia. 



193.— Operations in the South— 1779=1781.— All active 

opcratioiLs of importance having ceased in the north, we miLst 
now turn our attention to the south. Britain had full control of 
Canada in the north, Florida at the .south and the Atlantic on the 
east. America was thus open to attack from three sides. The 
first attempt to cut the nation in two by wa>' of the Hudson and 
the Champlain valleys having failed, the British government now 
adopted a new plan. This was to commence at the south and 
conquer the states one by one as far north as possible. The king 
thus hoped to save at least a part of his colonies. 



204 A SCHOOL HISTORY OF THE UNITED STATES. 

194.— Savannah and Georgia — 1779. — January ist, 
1779, found Savannah in possession of the EngHsh, it having 
been captured by them the day before. During the first months 
of the year 1779 nearly all of Georgia fell into the hands of the 
enemy. A force of Americans under General Lincoln, aided by 
the French fleet under Count D'Estaing, made an effort in the 
fall (October 9-18), to recapture the city, but without success; in 
the assault on the city. Count Pulaski, a Polish nobleman who 
had espoused the cause of America, was mortally wounded. 

195. — Charleston and South Carolina — 1780. — In 
May, 1780, a large British force under General Clinton, coming 
from New^ York besieged, and in a short time, captured Charles- 
ton, S. C. The whole American army under General Lincoln 
was compelled to surrender. This was a severe loss to the 
Americans, as it opened the door to the south. In a few wrecks 
nearly all of South Carolina was over-run by the English. Clin- 
ton was so sure of the final conquest of the Carolinas that he re- 
turned to New York, leaving Cornwallis to complete the work of 
subjugation. 

196. — Cruel Treatment of the Southern People. — For 
two months all south of Virginia seemed completely crushed; but 
the conquest had been too rapid for the Englishmen. Supposing 
the southern people to be sheep, the Briton became wolfish. So 
cruel and tyrannical was Cornwallis, that the people were aroused 
to active hostility. Bands of patriots under such leaders as Sum- 
ter, Pickens and Marion began their partisan warfare. 

The war in the south was exceptionally cruel. The English 
were especially despotic in their treatment of the inhabitants of 
this section. At first many of the people, in order to save their 
property and their lives, took the oath of allegiance to the king. 
Afterwards some of these being stung by the oppression and in- 
sults of the English, took up arms against them. These people 
claimed that allegiance implied protection, which they did not 
receive. In order to terrify the people, Cornwallis ordered all 
who had previously taken the oath of allegiance and were after- 
ward found fighting against the English, to be hanged as traitors. 
This order was enforced in man}' cases. 



THE CI.OSE OF THE WAR. 205 

The feeling between the Whigs and the Tories was very- 
intense, and as a consequence many cruel acts were committed 
on both sides; but in the midst of this rude partisan warfare we 
find some noble characters. Francis Marion one of these leaders 
was a man of delicate organism, peaceful, kind and upright, 
regarding the rights and property of even his enemies. He won 
the love and confidence of all who knew him. 

197.— Aid From the North.— Baffle of Camden. The 
nation at large came to the aid of the south by sending General 
Gates and Baron De Kalb with a small force to that section. In 
August 1780 Gates attacked Cornwallis near Camden, but was 
[)adly defeated. At this battle Baron De Kalb was killed while 
bravely attempting to cover the retreat of our defeated army; but 
Gates fled with the militia leaving his army to its fate. This 
closed the military career of Gates. "His northern laurels with- 
ered in the southern climate." 

198. — King's Mountain. — While the British were congrat- 
ulating themselves over the second easy conquest of the south, 
they were rudeh- awakened from their delusion. Within two 
months after the defeat at Camden, a force of over i,ioo English 
and Tories were utterh' annihilated, all being either killed, 
wounded or taken prisoners. This victory known as the battle 
of King's Mountain, was won in October 1780 by a band of set- 
tlers from over the mountains of North Carolina. Each man 
rode his own horse, used his own gun, and carried his own sup- 
plies of ammunition and provisions. They left their families 
exposed to danger from Indians and Tories, and crossed the 
mountains in order to help their suffering friends to the east. 
This battle was the "Bennington of the South;" it was the 
beginning of success for the American cause in the Carolinas. 

199. — General Greene in the South. — General Greene, 
who for live 3'ears had been learning the art of war under Wash- 
ington, was now ordered south to oppose Cornwallis. He was in 
many respects like Washington, and second only to him in ability 
as a commander. He had the same well-balanced mind, and 
determined will that would not permit him to be cast down under 
the most adverse circumstances. Besides the leaders already at 



206 



A SCHOOI, HISTORY OF TH^ UNITED STATES. 




AMBRICAN OFFICERS OF THE REVOLUTION 



THE CLOSE OK THE WAR. 207 

the south, he had with him Generals Daniel Morgan, and Henry 
Lee, both natives of Virginia. This Henr}' Lee, known as 
"Light-horse Harry," was the father of General Robert E. Lee of 
our Civil War. General Morgan at the beginning of the Revolu- 
tion organized a company of sharpshooters and reported with 
them to Washington at Boston. Later in the war this force grew 
to 500 or 600 picked men specially skilled in the use of the rifle. 
Whenever there was hard fighting and danger these men were in 
demand. Morgan with his select corps fought in all three divi- 
sions, at the north with General Gates, in the center with Wash- 
ington, at the south with Greene. At Saratoga his sharpshoot- 
ers did much towards winning the second battle, and in cutting 
off Burgoyne from his source of supplies, thus bringing about the 
surrender. The next year we see Morgan at Monmouth helping 
to get back what Lee's disobedience had lost; now we find him in 
the south about to win as a final triumph the most brilliant vic- 
tory of all. 

200. — The Battle of the Cowpens. — In January 1781 at 
the battle of the Cowpens in the northern part of South Carolina, 
Morgan won a decisive victory over Tarleton the most dashing 
cavalry officer in the British army. Tarleton got away from the 
fight with less than 300 men. Morgan with less than 1,000 
defeated a superior force, killing, wounding and capturing over 
800 English soldiers. 

Cornwallis with a large force was but a few miles away. 
Morgan in order to save his prisoners and his own small com- 
mand from capture, retreated northward. Here began that 
famous retreat of General Greene, who had joined Morgan soon 
after the battle. Twice in succession did the rain cause the rise 
of different rivers in the rear of Greene's army, but in the 
advance of Cornwallis's. Cornwallis coming to a third river and 
.seeing Greene safely across, concluded that Providence was 
against him, and gave up the chase. 

201. — Guilford Courthouse. — Two months after the 
battle of the Cowpens, Greene being reinforced attacked the 
British at Guilford Courthouse, but was unsuccessful. Corn- 
wallis though victorious in this battle was obliged to retreat to 



208 A SCHOOL HISTORY OF THE UNITED STATES. 

the sea-coast. He led his armj' to Wilmington, North Carolina, 
where he found supplies awaiting him. Greene, instead of pur- 
suing, returned to South Carolina. 

Exercise on Map of Southern Campaigns. 

The sign (X) indicates battles or sieges of more or less import- 
ance. Most of these places seem to be in what valley ? Can you 
suggest a reason for this? Who was victorious at Cowpens? 
Who retreated? Why? What rivers did the retreating army 
cross? What were the providential circumstances in this retreat 
favorable to the Americans? Who was victorious at the battle of 
Guilford Courthouse? Trace the route of Cornwallis from this 
battle-ground to Virginia. Why did he go to Wilmington ? 
Did General Greene follow him? Trace the march of Greene 
after the battle of Guilford Courthouse to the southward. The 
surface of these south Atlantic states is marked by three distinct 
characteristics: lowland, midland, and highland. The lowlands 
lie along the coast and are swampy, and sand}^ and are marked 
by the pine and the live-oak; the midland is characterized by 
clay soil and forests of oak; the upland is the mountainous 
region. The midland is the most healthful and productive. 
Do these conditions suggest to you any reason why the British 
should seek to occupy the interior of the countrj^ ? 

202. — Greene in South Carolina. — During the summer 
General Greene by a series of successful movements, aided by 
Marion, Sumter and Pickens, drove Lord Rawdon, the British 
commander into Charleston. In these movements Greene was 
engaged in several battles; while he did not win a single victory, 
yet before October, he cleared the state outside of Charleston of 
English soldiers. 

At the beginning of the year 1781 the British were in 
pos.session of Georgia and South Carolina with North Carolina 
apparently hopeless. At the close of the year Savannah and 
Charleston with the adjacent islands were the only places in the 
south held b}- the enemy. 

Meanwhile Cornwallis had left Wilmington and marched his 
army northward into Virginia. About the time the Americans 



Map No. 26. 




SOUTHERN CAMPAIGN, 1779-1781. 



210 



A SCHOOL HISTORY OF THB "UNITED STATES. 



were closing in around Charleston, events that would end the 
war were in progress in Virginia. These movements of General 
Green practically closed the war in the south. 




MONTICELLO, THE HOME OK JEFFERSON. 



"the PATRIOl ' 



203.— Events at the North. 1779-1781.— On our 

return to the north we find that no important military events 
have occurred in our absence. 

After the battle of Monmouth, Washington stationed his army 
at Morristown, New Jersey, and in the highlands of the Hudson, 
in order to watch the movements of the enemy in New York 
city. His army remained in nearly the same position for about 
three years, and until the final movements which closed the war. 

204. — Paul Jones. — This year is also noted for the famous 
deeds of Paul Jones, a Scotchman in the American service, on the 
ocean. By the exertions of Doctor Franklin in France, a small 
fleet was fitted out and the command given to Paul Jones. With 
his little scjuadron he became a terror to all the eastern coast off 
England and Scotland. Finally in one of the most desperate sea 
fights known to history, he captured two British men-of-war. 



THE CLOSE OF THE WAR. 211 

The effects of these affairs at sea were to humble the pride 
of the Britons and to arouse the drooping spirits of the 
Americans. 

205. — Capture of Stony Point. — During the summer of 
1779 CHnton sent marauding expeditions to Connecticut, hoping 
thus to draw the attention of Washington away from New York, 
and for the purpose of plunder. He was successful in the second 
but not in the first. Instead of following the Knglish to New 
England, Washington attacked them on the Hudson. Clinton 
had some time before captured Stony Point on the Hudson, and 
had thus gained control of the only ferry open to the Americans 
south of the highlands. To General Anthony Wayne, known as 
"Mad Anthony," named for his daring bravery, was given the 
task of recapturing Stony Point, He shrewdly planned to 
surprise the fort, and in order to do this he would not permit his 
men to load a gun; the work was to be done by bayonet alone. 
The attack was made at night, the Americans entering the fort 
without firing a shot. After a short, sharp fight in the fort, the 
British garrison surrendered, 

206.— A Gloomy Time— 1780.— The darkest period of the 
Revolution was in 1780. This depression was not wholly caused 
by want of military success on the part of the Americans, nor 
was it caused from exhaustion of men to supply the army in the 
field, nor of wealth to support them. The real cause of danger 
was the financial condition of the young republic. It did not 
have the power to command the financial resources within its 
borders. It was the weakness of the government and not of the 
people. We have seen how worthless became our continental money 
and how difficult it was to borrow money or to tax the people. 

The American troops were so neglected that some of them 
mutinied and moved from Morristown toward Philadelphia for 
the purpose of compelling Congress to redress their grievances. 

Congress by relieving some of their distresses and making 
promises for the future, quieted the uprising among the soldiers, 
Robert Morris, a wealthy Philadelphia banker, came to the rescue 
of the nation in its financial trouble. He was placed at the head 
of the finances of the government, and by the use of his own 



212 A SCHOOL HISTORY OF THE UNITED STATES. 

wealth and credit, was able to borrow some money. France also 
aided the government by gifts and loans. The mutiny of the 
soldiers had a stimulating effect on both Congress and the indi- 
vidual states. Taxes were levied and money borrowed so that 
from these different sources the armies were supplied, and the 
war carried to final victory. 

207.— The Treason of Benedict Arnold— 1780.— Dur- 
ing this year of discouragements Arnold's treason cast its dark 
shadow over the whole nation. General Arnold had been 
among the bravest of American officers, but becoming offended 
at a reprimand by order of a court-martial, he began to plan 
for revenge by betrajdng the American cause. He requested 
and received the command of all the fortified positions on the 
Hudson. In order to settle plans for the surrender of these forts 
to the English, Major Andre, adjutant general of the British 
army, met Arnold in secret conference. After completing the 
plans for the surrender. Major Andre attempted to reach New 
York city by land. When nearly at the end of his journey, he 
was captured by three militiamen hidden by the roadside. In 
his boots were found papers showing that he was a spy. He 
offered his captors large rewards if they would release him, but 
all to no purpose. He was taken to the American lines, but by 
the stupidity or treachery of the commander of the American 
outpost, Arnold was informed of the capture of Andre. Arnold 
by this information succeeded in escaping to a British vessel on 
the Hudson. Andre was tried, condemned and hung as a spy. 
Arnold escaped immediate punishment from the hands of the 
Americans, but he could not escape from self. He was ever 
afterward detested bj' all, even by those who attempted to profit 
by his treachery. The name of Benedict Arnold, like Judas 
Iscariot, is a synonym for baseness. With Arnold we must 
now class Charles Lee. 

208. — 1781, the Closing Year. — We now come to the last 
year of active hostilities. The British for nearly three years had 
kept a force at Newport, Rhode Island, but in the fall of 1779, 
either through fear of the I^'rcnch lleet or for the purpose of 
using the troops in the south, withdrew from the place. 



THE CLOSE OF THE WAR. 213 

French Army. — In the summer of 1780 a French army, sent to 
this country to aid the Americans, occupied Newport, so long 
held by the English. At the beginning of the year 1781, New 
York city and vicinity was the only important post held by the 
British on the north Atlantic coast. With the exception of an 
incarsion of Connecticut by a British force under the traitor 
Arnold, during the summer, the war had ceased in the north. 

In the south, we will remember, the beginning of the year 
1 78 1 found Georgia, South Carolina, and a part of North Car- 
olina under the power of the enemy; that before the forests 
had put on their autumn dress these states, outside of Charles- 
ton and Savannah, were free from a foreign enemy. 

For the closing scene of the war we must turn to the region 
of the Chesapeake Bay. All the other parts of the union, north, 
east, center and south, had experienced the horrors of an invad- 
ing army; but Virginia since the expulsion of her royal governor, 
Lord Dunmore, had been free from war; she had, nevertheless, 
done her share in supplying men and mone}' for the contest in 
other states. 

209. — Yorktown. — Cornwallis on reaching Virginia from 
the south early in the summer of 1781, found a British force 
already there under the command of Arnold the traitor. To 
oppose this increased British army there was but a small force of 
Americans in the state under the command of General Lafayette. 
Cornwallis spent nearly five months in over- running the southern 
part of the state and in attempting to capture Lafayette. Finally 
Clinton, thinking that Washington was about to attack him at 
New York, ordered Cornwallis to take a position near the coast 
in order to be ready promptly to come to his aid. 

Washington now having command of his own, as well 
as the French forces in America, and the aid of the French 
navy along the Atlantic coast, was ready to take the offensive 
against the English whenever an opportunity offered. When 
Cornwallis took his position at Yorktown, Washington saw his 
opportunity. He promptly made arrangements with the French 
Admiral, Count De Grasse, with his naval armament to get pos- 
session of the entrance to the Chesapeake Bay. At the same 



214 A SCHOOL HISTORY OF THE UNITED STATES. 

time Wasliingtou rapidly marched his army across the country 
to the head of the Chesapeake Bay whence he transported it 
down the bay by the aid of the French fleet to within a few miles 
of Yorktown, the fortified position of Cornwallis. Washington's 
ami}' composed of both French and Americans was double that 
of the English. Cornwallis being shut in from the ocean by the 
French fleet, and on the land side by the American arm}^ was 
soon obliged to surrender. On the 19th of October, 1781, the 
British army of about 7,000 men surrendered to the Americans, 
and the British shipping to the French navy. This closed all 
important military operations of the Revolutionary War. 

210. — Effects of the Surrender in Europe. — As soon as 
the news of the surrender of Cornwallis reached England, all 
classes knew that it was hopeless further to continue the war. 
The obstinate King George tried to make himself believe that 
there was yet hope in further struggle, but in a few months the 
Lord North ministry gave wa}' to an administration favorable to 
the Americans. 

Treaty of Peace. —K preliminary treaty of peace with England 
was signed a little more than a year after the fall of Yorktown; 
but the final treaty was not signed until September, 1783, nearly 
two years after the last battle of the Revolution. The principal 
reason for this delay was in the fact that France, Spain and the 
United States were so bound by treaties among themselves that 
one could make peace with England only by the approval of the 
others. Spain, hoping to regain Gibraltar from the English, 
wished to continue the war, but the other nations interested 
wanted peace. After the war was practically closed in America, 
England was successful on the ocean, overcoming the combined 
fleets of France and Spain. As a result of these naval victories, 
England still holds Gibraltar. 

211. — The Western Territory Gained by Treaty. — 
Neither France nor Spain wanted our western boundary to 
extend to the Mississippi River. Spain was fearful that the 
growing power of the United States would ultimately get 
possession of her own territory west of the Mississippi; her fears 
were not unreasonable as events have demonstrated. At the 



THE CLOSE OF THE WAR. 215 

present time all the territory west of the Mississippi is a part of 
the United States, but it was not gained by any aggressive war 
on Spain; she had lost it before America made any effort to 
gain possession. France wished England to take possession of 
all the country north of the Ohio River as a part of her Canadian 
province. In the matter of territory, England seemed to be more 
liberal than were our supposed friends. 

For the Americans the treaty of Paris was a great triumph. 
Our commissioners at Paris were Benjamin Franklin, John Jay, 
John x\dams, and Henry Laurens. To these men is due the 
credit of this victory in diplomacy. With less skillful men our 
new republic would have been shut in between the Appalachian 
Mountains and the Atlantic Ocean, and shut out from the garden 
of North America, the Mississippi valley. 

212. — Peace. — On the 19th of April the eighth anniversary 
of the battle of Lexington, peace was proclaimed throughout the 
United States. Before the close of the year Savannah, Charles- 
ton and New York, the only Atlantic ports held by the English, 
were evacuated. Some of the posts on the Great Lakes were 
held by the British for several years after the war as a guaranty 
for the fulfillment of the treaty. 

Two days before Christmas, 1783, Washington appeared 
before Congress at Annapolis, Maryland, and resigned his 
commission as commander-in-chief of the United States army; 
the next day he hastened away to spend Christmas at home, 
Mt. Vernon, the second visit during a period of eight years. 

During all of these eight years Washington refused to receive 
compensation for his services, asking only that his personal 
expenses be paid. 

The soldiers of the Revolution were compelled to return to 
their homes very poorly paid for all they had done and suffered. 
But later, they, or their widows and children, were properly cared 
for by the new nation. 

Summary of the North. 1779-1783. 
George Rogers Clark captured Vincennes - - - 1779 

Stony Point taken by General Wayne - - July 16, 1779 



216 



A SCHOOL HISTORY OF THE UNITED STATES. 



Expedition against the Irociuois 
Arnold's Treason 

Execution of Andre . - - 
Yorktown — Siege and Capture - 
British evacuate Savannah 
Treaty of Paris ... 

Map No. ?S. 



Aug. .., 1779 

Sept. 22, 1780 

Oct. 2, 1780 

Oct. 19, 1781 

July II, 1783 

Sept. 3, 1783 




^^ SPA/V/S/f 
SNC/./S// 



BRITISH POSSESSIONS BEFORE THE REVOLUTIONARY WAR. 



British evacuate New York 
Charleston evacuated by British 



Nov. 25, 1783 
Dec. .., 1783 



THE CLOSE OF THE WAR, 



217 



Exercise on Map Showing Boundaries Before and After 
THE Revolutionary War. 

Map No. 28 shows the conditions existing from the French 
and Indian war until the close of the Revolution, a period of 

Map No. 29. 








t^l/lF O/- /^/SX/CO 



SPAN/SH 
m/A ENCLJ5M 
I 1 l/N/r£D STATES . 



CONDITIONS AFTER THE REVOLUTION. BOUNDARIES AS MADE BY THE TREATY OF PARIS. 

twenty j^ears; No. 29 shows boundary as made by the treaty of 
Paris. What changes in territory at the south? Give the 
boundaries of the country lost to the British by the Revolution. 
Name the states now in existence included within the limits of 
this lost empire. 



218 



A SCHOOL HISTORY OF THE UNITED STATES. 



Summary of the Revolution. 


1775. 

Lexington, .... April 19 
Ticonderoga, .... May 10 
Congress meets, . . May 1 
Bunker Hill, .... June 17 
Invasion of Canada, Sept. -Dec. 
SiegeofBoston, April 20-Mch.'76 


1776. 

Charleston, .... June 28 
Independence, . . . July 4 
Long Island, . . August 27 
White Plains, . . October 28 
Fort Washington, November 16 
Trenton, . . . December 26 


1777. 

AT THE NORTH. 
Ticonderoga, .... July 5 
Oriskany, .... August 6 
Bennington, . . August 16 
Saratoga, (1) . . Se[.tember 19 
Saratoga, ( 2 ) . . . October 7 
Burgoyne's surrender , October 1 7 


1777. 

AT THE CENTER. 
Princeton, . . . January 3 
U. S. Flag adopted, . June 14 
Brandywine, . September 11 
Philadelphia, . September 26 
Germantown, . . . October 4 
Delaware Forts, November 18 


1778. 

French Treaty, . Feb. 6-May 4 
Philadelphia, . . . June 18 

Monmouth June 28 

Kaskaskia July 4 

Wyoming July 4 

Cherry Valley, . November 12 
Savannah, . . . December 29 


1779. 

Vincennes, - February 20 
Savannah, . September 9-18 
Stony Point, .... July 16 
Indians Punished . . August 
Paul Jones, . . September 23 


1780. 

Charleston, .... May 12 

Camden, August 16 

King's Mountain, . October 7 
Arnold's Treason, September 22 


1781. 

Cowpens, . . . January 17 
Articles of Confederation, Mar. 2 
Guilford C. H., . . March 15 
Hobkirk Hill, . . . April 15 
Eutaw Springs, . September 8 
York town, . . . October 19 


1782. 

Preliminary Peace, November M) 


1783. 

Treaty of Peace, . September 3 



The adoption of the constitution. 219 



CHAPTER XVIII. 



THE PERIOD OF TRANSITION, AND THE ADOPTION OF THE CON- 
STITUTION. 1783-1789. 



Parallei, Readings and Correlate Work. 

History: — Fiske's The Critical Period of American History; Von 
Hoist's Constitutional History of the United States, Vol. I.; Bancroft's His- 
tory o{ Formation of Constitution of United States. Vol. I.; McMaster's A 
History of the People of the United States, Vol. I.; Hildreth's United States 
History, Vol. HI.; Bryant's United States History, Vol. IV.; Benton's 
Thirty Years' View, Vol. I.; Schouler's United States History, Vol. I.; 
Roosevelt's, The Winning of the West, Vol. III.; Wilson's Rise and Fall of 
the Slave Power in America, Vol. I.; Frothingham, Rise of the Republic. 
Topics for reference from the above works: The Northwest Territory and 
the Ordinance of 1787; The Articles of Confederation Insufficient; Constitu- 
tional Convention, 1787; Constitution Completed; Its Great Compromises; 
The Constitution in Congress and in the State Legislatures. 

Biography: — Alexander Hamilton, Benjamin Franklin, Samuel Adams. 

Class Readings:— Old South Leaflets: No. i. The Constitution of the 
United States; No. 2, The Articles of Confederation; No. 42, Address of 
James A. Garfield on the North-west Territory; No. 13, The Ordinance of 
1787. Ellis's Epochs, Framing and Adopting the Constitution. 

Civil Government: — The three departments of the national govern- 
ment; the duties of each; the officers of each; the methods of electing the 
officers of each department; the salaries of the officers of the government. 
The reasons for the failure of the Articles of Confederation. 

Geography: — States carved out of the North-west Territory; States from 
the territory south of the Ohio River. 



213.— The Articles of Confederation.— By the Revolu- 
tion the colonies became states. While each colony had been 



220 A SCHOOL HISTORY OK THS UNITED STATES. 

independent of all the others, all had in common, been subject to 
the British government. England was thus, before the Revolu- 
tion, the central government for all the colonies. When, by the 
Declaration of Independence, this central power was removed, the 
states sought to unite for common defense around the Continental 
Congress. This Congress had power only as it was given it by 
common consent of the states. 

About the close of the war, 1781, the Articles of Confedera- 
tion were adopted by all the states; by this act Congress became 
legally what it had been practically during the Revolution, the 
central government of the new confederacy. 

These Articles of Confederation soon proved a failure; we 
shall see presently wherein they failed. 

214. — The Three Departments of Government. — In 
the government of a nation there are three classes of duties: (i) 
to make the laws, (2) to execute the laws, (3) to pass judgment 
according to the laws. The three departments corresponding to 
these three classes of duties are (i) the legislative, (2) executive, 
(3) judicial. To illustrate — in our state governments the legis- 
lative department is the legislature; the governor and all associ- 
ated with him in enforcing the laws, belong to the executive 
department; all the courts of law constitute the judicial depart- 
ment. In a despotism these three powers may be united in one 
man, or in one .set of men. But under that form of government 
no man's property or life is secure. A Herod may cast a John 
the Baptist into prison, and afterward by the request of a dancing 
girl, behead him. In a republic the people give the legislative 
power to one set of men, the executive power to another, and the 
judicial to a third. In a limited monarchy or a democracy' there 
are two classes of laws: the fundamental laws which we call the 
constitution, and the general laws enacted by the legislative 
power. The constitution limits the powers of all three depart- 
ments. Only such laws as the constitution requires or permits 
can be passed by the law-making power. The executive can do 
only what the laws and the courts order or permit him to do. 
The courts mu.st judge according to the constitution and the 
laws. The courts have also power to decide whether or not a 



THE ADOPTION OF THE CONSTITUTION. 



221 




'^■^•^AJCER nfctA^^ , 



AMERICAN STATKBMKN, REVOLUTIONARY PKRIOD, 



222 A SCHOOL HISTORY OV THE UNITED STATES. 

law is constitutional. The rights of the people are guarded by all 
these restrictions, divisions of power, and interweaving of duties. 
It is easy to see that it would be useless to pass laws unless 
there is a power to execute them, or courts to judge by them. 

215.— The Weakness of the Articles of Confedera= 
tion. — The Articles of Confederation created only one depart- 
ment of government, the legislative. Congress could levy taxes, 
but could not collect them; it could borrow money, but had no 
power to pay its debts; it could raise armies, but had no means 
to support them; it could vote for many things, but could exe- 
cute none of them. 

Another fatal error in the Articles of Confederation was that 
they gave the general government no power to reach the individual. 
Congress made the laws for the states to execute, but when a 
state neglected or refused to obey, the only means of compelling 
obedience was by making war on the state; but this would be 
civil war, and was never attempted. When an individual vio- 
lates the law he can be locked up or his property taken; but a 
state cannot be arrested, and can be fined only by its own consent. 

In 1783, after the disbanding of the army had begun, a com- 
pany of Pennsylvania soldiers marched to Philadelphia, and 
gathering in front of the building in which Congress was in ses- 
sion, demanded their pay. The soldiers threatened to seize the 
members of Congress if it were not forthcoming. This demand in 
itself was just, as all the soldiers had been for a long time with- 
out pay; but the method was simple mutiny and mob law. 
Congress called upon both the state and the city authorities for 
protection, but without success. In its helplessness, it adjourned 
to Princeton, New Jersey. This Congress that had made treaties 
with the great powers of France and England, and had carried on 
a war for eight years, now fled before a company of drunken 
soldiers because it had no power to protect itself. This incident, 
though small in itself, showed the weakness of the government 
and brought contempt upon the nation in all the European 
countries. 

Congress had no power over either foreign or domestic com- 
merce, as each state had the power to levy its own export or 



THE ADOPTION OF THE CONSTITUTION. 



223 



import duties; this defect unless remedied was fatal to the con- 
tinued union of the states. * 

This control of commerce, both external and inter-state, must 
be placed in the hands of the central government, or war and 
disunion would result. The evils of individual state control may 
be illustrated by the action of New York state. The lower part 
of this state, as we know, is wedged in between New Jersey and 
Connecticut. New York state selfishly levied an import duty on 
all the products brought into the state for her own consumption. 
As this cut off a very profitable trade from these two adjacent 
states, bitter feelings were aroused against New York. In all 
parts of the union similar irritating influences were at work. 

216.— A Comparison Between 1777 and 1863.— The 
worst hardships of the war, as well as its great length, was 
largely due to the want of a strong central government. 

The third year of the Revolution — 1777 — was the decisive 
year of the war; we remember it as the year of double cam- 
paigns, with the surrender of Burgoyne. 

The year 1863 was the third and decisive year of the Civil 
War. The number of soldiers in each of the two armies during 
these two decisive years in proportion to the number of inhabit- 
ants, is much in favor of the North in 1863. But this is not due 
to the difference in patriotism; it shows the difference in the ability 
of the government to command its resources, and not a lack of 
spirit in our Revolutionary fathers. 

Many of our enemies wished, and some of our friends feared, 
that our people could never be united under one compact govern- 
ment. No republic covering so large an extent of territory had 
ever stood for any great length of time. The difference in the 
manners and customs of the people, with their corresponding 
* 



OUR CONSTITUTION. 


ARTICLES OF CONFEDERATION. 


Departments of 

Legislative— Two Houses. 
Executive— President. 
Judicial— Judges. 


Government. 

Legislative— One House. 
[Had none. 1 
[Had none.] 


Coimuerce, Foreign 

Controlled by Congress. 


and Inter-State. 

Controlled by the States. 



224 A SCHOOL HISTORY Olf THE UNITED STATES. 

dislikes, and the clashing interests of the different states, all had 
a tendency to keep theni apart. 

217. — The Famous Ordinance of 1 787.— Amidst the 
gloom that gathered around the failure of the Articles of Con- 
federation, a halo of glory surrounds one act of Congress during 
this period of history. During 1787 the Ordinance organizing the 
Northwest Territory was passed. This first territory of the new 
nation included all the country north of the Ohio River to the 
Great Lakes and westward to the Mississippi. This magni- 
ficent domain, as large as the combined areas of France, Bel- 
gium, Holland and Switzerland, was by this Ordinance forever 
dedicated to freedom and to religious liberty. Public schools 
.vere provided for., and a certain part of the public lands was set 
apart for educational purposes. Slavery was prohibited; unquali- 
fied freedom of religious worship was guaranteed, and no religious 
test could be required of any public officer. This Ordinance was 
a sort of Constitution for the future states to be carved out of the 
Northwest Territory. In it are found some of the germs of 
our present Constitution. In some of its contents and in its 
influences, it is in some respects a forerunner of the Constitution 
itself. 

218. — The Constitution Adopted. — The convention 
which framed our Constitution met for that purpose in the sum- 
mer of 1787 in the city of Philadelphia, and after several months' 
anxious deliberation, the Constitution was presented to the .states 
for adoption. By this new plan, the three departments of govern- 
ment were provided for. By the House of Representatives the 
people were to be directly represented, and by the Senate, the 
states. Congress was given full power to regulate both foreign 
and inter-state commerce, and in addition to this, the states were 
prohibited from levying any export or import duties. The 
central government was, under certain restrictions, given the 
power to reach the individual either to tax or to arrest and pun- 
ish, without the interference of the states. With the ability to 
pass a law was granted the power to enforce it. 

219.— The Difficulties in the Way.— When the people 
saw so many new powers given the United States government 



THE ADOPTION OF THE CONSTITUTION. 225 

they were fearful that it would result in establishing a great 
central despotism. In all of the states there was some opposition, 
and in some states the majority was opposed to the new plan of 
government. But notwithstanding all this opposition, the better 
judgment prevailed, and before the close of July, 1788, eleven of 
the states had ratified it. Delaware, next to the .smallest state in 
the Union, was the first to ratify the Con.stitution , while Rhode 
Island, the smallest, was the last. North Carolina and Rhode 
Island did not ratify until several months after the organization 
of the new government. 

March ^th, lySg, the first Congress under our present Con- 
.stitution met in New York city. The great crisis was passed. A 
new era dawned upon America and the world. Independence 
had been won a few years before, but without this crowning work 
of organizing the government, it would have been lost amidst the 
.strife of civil war. On the back of the president's chair, there 
was a representation of a half sun with its gilded rays. As the 
Constitutional Convention was about to clo.se, Dr. Franklin, 
pointing to the chair, .said, "As I have been sitting here all the.se 
weeks I have often wondered whether yonder sun is rising or 
.setting. But I now know it is a rising sun." This was prophetic 
of America's destiny. 

220. — Some Noted Men of the Convention. — A third of 
a century before, at the Albany convention, Doctor Franklin pre- 
sented the first plan for the union of the colonies. That plan was 
rejected by both England and the colonies for directly opposite 
rca.sons: the colonies, because it gave England too much power; 
by England, because it gave the colonies too much power. 
Now as an old man, over eighty years of age, he has the 
iniique honor of aiding to complete in a more extended and per- 
fect form, what he there proposed. 

To Alexander Hamiltoyi, of New York, is due much of the 
honor for work done in framing the Constitution, and for his 
efforts in persuading the people to ratify it. 

Geo?-ge Washington presided over the Convention that framed 
the Constitution. James Madison, afterwards President of the 
United States, has been called the " Father of the Constitution." 



226 A SCHOOL HISTORY OF THE UNITED STATES. 

To him is probably due more honor than to any other one man 
for the plan of the government. The general plan of the Con- 
stitution is largely that presented by him at the opening of the 
deliberations. 

''Light- Horse Harry Lee, though not in the Convention, did 
all he could to persuade his state to ratify its work; while Richard 
Henry Lee, a member of the Convention, did what he could to 
induce his state to reject its work. 

Patrick Henry was elected to the Constitutional Convention, 
but would not serve, and afterwards endeavored to defeat the 
Constitution before the people. He favored a proposition to form 
a southern confederacy. In this connection it might be of inter- 
est to notice that Tyler and Harrison, both Virginians and each a 
father of a future president of the United States, opposed the 
adoption of the Constitution. 

221. — Difficulties to be Surmounted. — South Carolina 
and Georgia, believing African slavery necessary in order to 
cultivate their rice, indigo and cotton fields, were determined to 
continue both slavery and the foreign slave-trade. New England 
being strongly opposed to both slavery and slave-trade, wished to 
abolish both from the union. The central states, including such 
states as Virginia, opposed the foreign slave-trade, and hoped 
that slavery itself in a few years would pass out of existence. 
The south being almost exclusively engaged in agriculture, was 
naturall}^ jealous of New Kngland, the great commercial and 
manufacturing section of the union. 

Then again each state had its own peculiar interests and 
selfish purposes to advance. But back of all these motives there 
was an honest difference of opinion as to the best form of govern- 
ment. One party favored a strong central government, the other 
believed that the general government may be too strong for 
individual liberty. All these difficulties and many more had to 
be overcome before a constitution could be adopted. The Con- 
stitution as a whole is a compromise between two conflicting 
principles of government; neither party was satisfied with the 
Constitution as adopted. This compromise on the balance 
of power between dangerous centralization on one hand and 



THE ADOPTION OF THE CONSTITUTION. 227 

discord and weakness arising from too much authority in the 
hands of the individual states, on the other, was a most happy 
one. Since the adoption of the Constitution to the present time 
the two great parties in the nation have divided on the question 
of state and national authority. This difference of opinion 
resulted finally in an excuse for the Civil War. Besides this 
general compromise there are three others. 

222. — The Three Compromises. — The first conflict in 
the Constitutional Convention was between the larger and the 
smaller states. The smaller states demanded equal representation 
in the legislative department, which the larger states would not 
grant. 

As a compromise, the states, regardless of size, are given equal 
representation in the Senate (two senators from each state), while 
the House of Representatives is composed of members elected by 
the people, and each state is entitled to a number of Representa- 
tives in proportion to the number of inhabitants in the state. As 
a result, the smaller states have an equal voice in the Senate, but 
not in the House. This compromise satisfied state pride, and 
at the same time brought the general gov^ernment in touch with 
the people through their representatives. 

The second difficulty was between \\\e.free and the slave states. 
If Representatives were to be chosen in proportion to the number 
of inhabitants, who should be counted ? Are slaves persons or 
property ? As a compromise five slaves were to be counted as 
three individuals. 

The third contest was between the north and the south over the 
foreign slave-trade and commerce. New England wanted Congress 
to have full power to regulate commerce, while all the south 
wished to grant it limited powers only. On the other hand, all 
north of South Carolina insisted upon prohibiting the foreign 
slave-trade. As a compromise the foreign slave-trade was per- 
mitted until 1808, and the wishes of New England in regard to 
commerce were granted, except that all export duties are 
prohibited. 

History has proved the wisdom of placing in the hands of 
Congress the power to regulate both foreign and inter-state 



228 A SCHOOI^ HISTORY OF THE UNITED STATES. 

coniinerce. A hundred years' experience under our present 
Conntitution has established 1)oth the possibility and the wisdom 
of giving to each state practical local self-government, and at 
the same time, of maintaining a sufficiently strong central powei 
to keep the peace both at home and abroad. 




FRANKLIN. MADISON. HAMILTON. 

THREE GREAT MEN OF THE CONSTITUTIONAL CONVENTION, 

Summary of Period of Constitution Making. 

Continental Congress adopt the Articles of Confed- 
eration, Nov. 15, 1777 

Articles of Confederation ratified by all the states 

and go into effect, - . - - March 2, 1781 

Territorial Cessions of the different states, - 1 781-1802 
Northwest Territory organized, - - - 1787 

Constitutional Convention in Session, May 25-Sept. 17, 1787 
Kleven states ratify the Constitution, thus making 

it the organic law of the United States, - 1788 

First Congress meets, . . . - March 4, 1789 
Washington inaugurated President, « - April 30, 1789 



THE 

THIRD EPOCH=124 YEARS. 
1789-191^. 



UNDER THE CONSTITUTION, 
PART I, 1789-1861.— 72 YEARS. 



I. Territorial Expansion. 

II. Growth of Slavery. 

III. Growth in Anti-Slavery Sentiment. 

IV. The Inventive Age. 

V. First Period of American Literature. 

VI. Growth of Wealth, Population and Intelligence 

VII. Free Schools Multiply. 



229 



230 



A SCHOOL HISTORY OF THE UNITED STATES. 






TERM 
TWO YEARS ;; 

NUMBER IN PROPORTION TO NUMBfR;', 
Of INHABITANTS IN EACH STATE./ ^ 

ELECTED BY 

THE PEOPLE. / 



CONGRESS TWO SENATORS^ 



FROM EACH STATE. 

TERM SIX YEARS. 
> ELECTED BY i 

\ STATE LEGISLATURE. 



THE LAW- MAKIKG. POWER 



POWE/? 




LAWS AND ACTS 



^. 



3\i01C//I^ 



l^tcyjiy^ 



SUPREME COURT 

NINE MEMBERS 
LOWER COURTS : 
APPELLATE, CIRCUIT. DISTRICT. 
CLAIMS, DISTRICT OF COLUMBIA. 
FOR THE TERRITORIES. 
APPOINTED BY TNE PRESIDENT AND 
SENATE . ^ 
TERM FOR LIFE. 



THE 



PRESIDENT 

CHOSEN BY ELECTORS WHO ARE 
ELECTED BY THE PEOPLE. 
TERM FOUR YEARS . 
president's cabinet: secretary of 5TAT£. 
OF TREASURY, OF WAR .OF NAVY, 
OF INTERIOR, POST-MASTER GENERAL,^ 
ATTORNEY GEItERAL , SEC. OF 
AGRICULTURE ^ "> 

f'^/'^ftTtAt^^ 



CONSTITUTIONAL CHART. 

1. The XVIIth Amendment to the ConsliluliDii (191.^) provides for the election of 
United State Senators by the direct vote of the people. 

2. Two new' members have been added to the President's cabinet since 1900 — the 
Secretary of Commerce and the Secretary of Labor. 



UNDER THE CONSTITUTION. 231 



CHAPTER XIX. 



UNDER THE constitution: WASHINGTON, JOHN ADAMS, 
JEFFERSON — 1 789-1 809 — 20 YEARS. 



Parallel Readings and Correlated Studies. 

History: — Topics for Reference. — Foreign and Domestic Debts 
of the Confederation and State Debts Assumed; National Capital Selected, 
1790; First United States Bank, 1791-1811; French and English Influence 
in American Politics; Genet's Insolence, and Recall in 1794; Jay's Treaty 
with England, 1 794-95; Alien and Sedition Laws, 1798; Kentucky and Vir- 
ginia Resolutions, 1798-99; Louisiana Purchase, 1803; "The Embargo," 
1807-1809. 

Histories for Reference. — McMaster, II.-III.; Benton's Thirty 
Years' View, L; Von Hoist, I.-II.; Hildreth, IV.-V.; Schouler, I. 

For General Biographical Reference. — The American Statesmen 
Series. 

Coffin's Building the Nation. Old South Leaflets, No. 38, Lee's Funeral 
Oration 071 Washington. Also, No. 4, Washington's Farewell Address. 

Greeley's Self-Made Men, Washington and Franklin. 

Pickard's Political Parties. 

Longfellow's "The Launching of the Ship"; Gillett's "The Flag of 
Washington." 

Ellis's Epochs in History, The Invention of the Cotton Gin. 

Biography : — Washington, Adams, Jefferson. 

Civil Government: — The three departments of government, continued. 
The steps in the process of making a law. The veto power. Restrictions 
on the States. Restrictions on the general governtnent. Amendments to 
the Constitution; how made; the first twelve amendments; the twelfth 
amendment, why made. The coining of money; coinage laws. What is 
money? 



223. — Government Organized. — The first session of the 
first Congress under our present Constitution met, according to 
an act of the Continental Congre.ss, on March 4, 1789. For 



232 A SCHOOL HISTORY OF THE UNITED STATES. 

want of a quorum, no business could be transacted for several 
days. The first important business of the new Congress was to 
count the votes that had been cast for the President and the Vice- 
President of the United States. George Washington of Virginia 
received all the votes for President. John Adams of Massa- 
chusetts was chosen Vice-President. Steamboats, railroads, and 
telegraphs were unknown, so that it was not until the 30th of 
April that Washington was inaugurated. This occurred in the 
city of New York, which had been chosen as the capital of the 
nation for a period of ten years; at the close of this period, 
according to the provision of the Constitution, the District of 
Columbia was chosen and the city of Washington was laid out 
as the permanent capital of the United States. By authority of 
the Constitution, Congress has exclusive jurisdiction over this 
district. Congress soon organized the executive department by 
making provision for the President's cabinet. The first cabinet 
consisted of but four members. Thomas Jefferson was appointed 
secretary of state; Alexander Hamilton, secretary of the treas- 
ury; General Henry Knox, secretary of war; Kdmund Randolph, 
attorney-general. The postmaster-general was not then a mem- 
ber of the cabinet. The duties of the secretary of state are to 
attend to all the business relations of the nation with foreign 
governments. The secretary of the treasury has charge of the 
finances of the nation; the vSecretary of war is at the head of the 
war department; the attorney-general advises the President in all 
matters of law, and defends or prosecutes in all cases where the 
United States is a party to the suit at law. 

224. — Reventie Measures. — The first important work of 
the new government was to make provision for the raising of 
revenue. Money was needed — first, for the current expenses 
of the government; second, to pay back to France, and citizens 
of other foreign countries, money borrowed for the expenses of 
the Revolutionary war; third, to pay the debts owed at home to 
those who had lent money to the government and to the soldiers 
who had fought for independence; fourth, to refund the debt 
of the states. Hamilton had much difficult}^ in persuading 
Congress to make provision for paying the state debts, but he 



UNDER THE CONSTITUTION. 



233 



was finally successful. Hamilton was one of our greatest states- 
men, and to him is due much of the success of Wa.shington 's 
administration. 

A system of revenue from imports and from internal excise 
on distilled spirits was adopted by Congress. A few years later 
a national bank was established; its charter was to continue for 
twenty years. The question of a United States bank became, in 
later years, a political one, and hot discussions arose over it. 




titled}, to ^recc^ve "^<; y^^ ' 

'.K'c^f the 
9- 




225. — Coinage Laws. — Contineyital Money. — The above is 
a fac-simile of a bill of continental money (natural size) now in 
the possession of Mrs. W. N. Harrison, of Sterhng, 111., and 
until recently in the possession of her father, Mr. Gates, of Iowa, 
who traces it to Revolutionary days. It will be noticed that the 
unit of value was the "vSpanish Milled Dollar," a silver coin. A 
law passed by Congress in 1785 made this dollar the commercial 
unit, but the general coinage law was not passed luitil 1792. In 



234 A SCHOOL HISTORY O^ THE UNITED STATES. 

the coinage law "The Spanish Milled Dollar" was continued as 
the unit of value. The secretary of the treasury, Hamilton, had 
several of these Spanish dollars assayed in order to find the num- 
ber of grains of pure silver in each. The new dollar thus had 
its origin. It was found afterward that this new United States 
dollar was not so heavy as the Spanish- American dollar. The 
coins tested by Hamilton were, probably, somewhat worn, which 
may account for the shortage. 

By the suggestion of Thomas Jefferson the government adopted 
the decimal system in the measurement of value. 

The coins were to be the eagle and half-eagle, both gold^ 
the silver dollar, half-dollar, quarter- dollar, dime, and copper 
coin of one or two cents. The decimal system of measurement 
of value is much superior to the English system of pounds, 
shillings and pence. 

226.— Judicial Department. — The legislative and executive 
departments were soon fully organized and in working order. The 
third, or judicial, was now to be considered. This department 
was new in the general government. Of course the individual 
states had had the judicial department from the first, as it is one 
of the three essential parts of any civil government. The people 
were fearful of its power in the national government; but it is really 
the arbiter between liberty and license, between government and 
anarchy. Our supreme court was intended to be, and is, the 
court of last resort in settlement of all disputes. It is the power 
that holds in check the acts both of Congress and of the Presi- 
dent. Without this department of justice, or something of its 
nature, rebellion and war would be the only defense against 
unconstitutional and unjust acts by the executive or legislative 
authority , 

The national judiciary as established by Congress consists 
of a supreme court and inferior tribunals known as circuit and 
district courts. The first supreme court was composed of one 
chief justice and five associate justices. John Jay was the first 
chief justice. John Marshall of Virginia, who was appointed 
a few years later (1801), was, perhaps, the most eminent of all 
who have sat on the supreme bench of the United States. It 



UNDER THE CONSTITUTION. 235 

tell to him and his associates to first interpret our Constitution. 
The general tenor of all his decisions was that we are a nation, 
and not a league of states. It required a great civil war to 
crystalize the principle, but his decisions did much to educate 
the people to this larger ideal. 

Before the close of Washington's administration the govern- 
ment was fully organized and moving smoothly along the course 
laid out by the Constitution. 

227. — The Whiskey Insurrection. — In western Pennsyl- 
vania the law taxing distilled spirits was very unpopular. The 
people of that section did not seem to see the justice of the law, 
and they accordingly rose in rebellion. When the United States 
revenue officers attempted to collect the tax, they were mobbed. 
Washington sent fifteen thousand soldiers to that region and the 
taxes were collected. These people quickly found that the new 
government was not the old confederation. 

228. — Indian Difficulties. — From the settlement at James- 
town to the present time, the Indian problem has been a difficult 
one to solve. Washington's administration had its full share 
of Indian troubles. Contrary to the terms of the treaty of 1783, 
the British held possession of the western military posts belonging 
to the United States. The British agents on the north-west 
frontier continued to incite the natives to hostility against 
the Americans. This finally resulted in an Indian outbreak. 
General Harmer was first sent against them but was defeated. 
Next General St. Clair was ordered to the west, and he also, 
notwithstanding the warning of President Washington, fell into 
an Indian ambush, and was badly defeated. The next and last, 
"Mad Anthony" Wayne of Revolutionary fame, was sent against 
the savages, who had now become very bold because of their 
series of victories. On the banks of the Maumee, in north- 
w'estern Ohio, he defeated the Indians and laid waste all their 
country. They were now glad to make peace. 

229 — Troubles with England and France. — During the 
time that Washington was President, France was in a dreadful 
state of anarchy. The king and queen were beheaded; nearly 
all the nobility who could, fled from F'rance, and most of 



236 A SCHOOI. HISTORY OF THE UNITED STATES. 

those who could not escape, were either thrown into prison or 
beheaded. This is known in history as the "Reign of Terror," 
and was rightly so named. Our Lafayette was a moderate 
republican, and for a time, took part in the revolution of his 
native country, France, but he and all the more conservative 
statesmen were soon obliged to flee for their lives. Thousands of 
men and women were beheaded and other thousands were thrown 
into prisons during this reign of blood. But by the close of 
Washington's second term, the French Revolution had spent its 
force. At the dawn of the nineteenth century Napoleon Bona- 
parte had seized the reins of the French government. The 
French Revolution and the rule of Napoleon caused a long war 
between France and Great Britain. These wars between the two 
nations continued most of the time during a period of twenty 
years, and until Napoleon was finally overthrown and banished 
to the island of St. Helena. 

During these long wars between France and England, the 
American people were naturally divided in their sympathies. 
The French had helped to gain our independence, and a spirit of 
gratitude naturally led many to espouse their cause; especially 
was this true of those who were radical republicans. On the 
other hand, England was the mother country, France a foreign 
friend. The more conservative also naturall)^ looked with horror 
upon the wild excesses of the French, and with an abiding hope 
upon the stable government of Britain. 

A European traveling in America at this period is reported to 
have said, "I saw many Englishmen and many Frenchmen, but 
few Americans. ' ' The fact is, the national spirit had not yet 
been developed; a patriotism broad enough to cover the whole 
nation was reserved for a later time. So the American people 
unwisely quarreled over European matters. During the chaotic 
condition of the government in France, Citizen Genet was sent 
as its minister to the United States to obtain the co-operation of 
the Americans against the English. He relied upon the sym- 
pathies of the American people for the French, and without 
waiting to learn the intentions of the national government, he 
began to fit out privateers in our ports to prey upon British com- 



UNDER THE CONSTITUTION. 237 

xiierce. But Washington wisely issued a proclamation declaring 
the ports of the United States neutral. Genet attempted to 
excite hostility between the American people and their govern- 
ment. Washington requested France to recall Genet, which she 
did, with a disapproval of his conduct. This firmness of Wash- 
ington saved the republic from great peril. 

At this time a bitter feeling was growing up between the 
American and British governments. Each accused the other of 
violating the treat}'' of 1783. Finally John Jay was sent as an 
envo}' to England to negotiate a new treaty. This was success- 
fully done, but many of the American people were dissatisfied 
with the treaty. But it was probably the best that could be 
obtained from the British government at that time. These diffi- 
culties thus successfully overcome, were but the flashings on the 
horizon of the coming storm, which was to break over the 
administrations soon to follow. 

230. — The Close of Washington's Administration 
and the Beginning of Parties. — In the fall before the close 
of Washington's second term as President, he issued his Fareiveli 
Address to his fellow countrymen. The people now knew that 
some other man must be chosen President, as he refused to serve 
a third term. He was the only man on whom all the nation 
could unite. 

During the second term of Washington's administration, the 
people had gradually formed themselves into two hostile political 
camps. These two parties may be classed as conservative and 
radical. The conservatives, then as now, had not the fullest 
confidence in popular g<n-ernment; they accordingly favored a 
strong Federal government, and were known as Federalists. 
Those of more liberal views were jealous for their liberties, and 
had the greatest confidence in the ability of the people to govern 
themselves. They therefore opposed giving to the general gov- 
ernment any more power than the Constitution actually specified. 
They were known as "Strict Constructionists." To this class 
belonged the Anti- Federalists. 

Hamilton and John Adams were the leaders in the Federal 
party, Jefferson and Madison, of the Anti-Federal party. Wash- 



238 A SCHOOL HISTORY OF THE UNITED STATES. 

ington was a Federalist in his sympathies, but did not govern as 
such, and had members of both parties in his cabinet. The 
Anti-FederaUsts naturally favored the French cause, and were 
bitterly opposed to Jay's treaty as favoring England too much. 

John Adams was the presidential candidate for the Federal 
party, and Thomas Jefferson, for the Anti-Federal. Adams was 
elected President, and Jefferson Vice-President. 

231.— Adams's Administration (1797=1801).— Troud/e 
with France. — ^John Adams was inaugurated President of the 
United States March 4, 1797. When he took the reins of gov- 
ernment the trouble with France had already commenced. The 
"Reign of Terror" had passed away, and five men known as the 
Directory were now at the head of the French government. The 
Directory had ordered the American minister to leave the country, 
and, though war had not been declared, they had commanded the 
French navy to seize our merchant ships. Though our government 
had been grossly insulted by the French Directory, Adams thought 
it best to send three commissioners to France with the hope of 
avoiding war. Through secret agents, the Directory demanded a 
large sum of money to be paid to the French government. This 
demand was scornfully refused by the American ambassadors. 
At this time was coined by one of them, that noble sentiment, 
' ' Millions for defense but not one cent for tribute. ' ' The American 
envoys were sent home without accomplishing anything. The 
President transmitted to Congress all the correspondence with 
the French Directory, and Congress had these papers published 
throughout the countrj'. These were known as the "X, Y, Z 
Correspondence." This information aroused great indignation 
against the French government. Even the Anti- Federalists 
could not brook such insults to the honor of the nation. 

Preparations were promptly made to raise an army and to 
create a navy. Washington was commissioned as lieutenant- 
general, and made commander-in-chief of the American army. 
War was not declared by either nation, but fighting commenced 
on the ocean. The United States frigate Co?istellation under 
Captain Truxtun captured two French frigates at different times. 
When the French Directory saw that the United States meant 



UNDER THE CONSTITUTION. 239 

war, they were ready to listen to proposals of peace. American 
commissioners were accordingly sent to France, but before they 
reached their destination the Directory was no more; Napoleon 
Bonaparte had become First Consul and the dictator of France. 
He cordially received our ambassadors and negotiated a treaty 
with the United States. 

232. — The Death of Washington. — In the meantime, 
Washington had died at Mount Vernon, his home. Had he 
lived seventeen days longer, he would have seen the dawn of the 
new century. But his work was done. The wrangling of party 
strife was hushed in the presence of the dead chieftain. He 
loved freedom, but hated anarchy; he fought for liberty, but was 
obedient to law. Freedom under law was his ideal. Thus passed 
from earth one of the noblest characters known among men. 

233. — The Alien and Sedition Laws. — During the admin- 
istration of Adams, two verj^ unpopular and unfortunate laws 
were passed. The first was known as the Alien law. This gave 
the President power to expel from the country any person not a 
citizen (an alien) who might be suspected of plotting against the 
government of the United States. Many thousands of both 
FVench and English were living in America, and during the 
long wars between their native countries they were the occasion 
for much irritation ; the}' were a disturbing element in the 
country. This was the reason for the passing of such a law, 
but it was both dangerous and unconstitutional. 

The sect)nd was the Sedition Act. By this law, to publish 
anything calculated to weaken the power of the government 
was punishable by fine and imprisonment. This was an open 
violation of the first amendment to the constitution, which says, 
"Congress shall make no law abridging the freedom of speech 
or of the press." These laws aroused great opposition to the 
Federal party. 

The Republicans, as the Anti-Federalists were now called, 
had the advantage in this new contest. The F^ederalists were 
evidently in the wrong, and passing these two laws resulted in 
the defeat of the party, and a few years later it disappeared from 
histor}'. The two laws were soon abandoned. 



240 A SCHOOI. HISTORY OF THE UNITED STATES. 

234. — The Theory of Nullification. — The alien and 
sedition laws gave rise to a new and startling danger. Ken- 
tucky, but recently made a state, passed a resolution declaring 
that any state has a right to nullify an act of Congress. This 
means that a state can refuse to allow the law to be enforced 
within its borders. This is a dangerous doctrine, and if acted 
upon, would soon overthrow the power, of the general govern- 
ment. No state has ever been permitted to nullify a United 
States law. Thomas Jefferson is supposed to be the author 
of the Kentucky resolution. The supreme court of the United 
States is the proper and only tribunal to decide as to the con- 
stitutionality of a law. We shall presently hear more about 
nullification. 

235.— Jefferson elected President. — XII. Amendment. — 
President Adams was again the candidate of the Federal party 
for President and Thomas Jefferson for the Republican party. 
The two Republican candidates received the majority of electoral 
votes. But by a provision of the Constitution as first adopted, 
each elector was to vote for two men without designating who 
was to be President and who the Vice-President. As a natural 
result of this method of voting, both candidates of the Republican 
party received the same number of electoral votes; but who was 
to be the President? It had been assumed before the election 
that Jefferson was to be the President and Aaron Burr the Vice- 
President; but in law, Burr had an equal claim to the Presidency, 
The Constitution provides that when no candidate for President 
receives a majority of all the electoral votes cast, the House 
of Representatives shall elect the President, but the vote must 
be by states. After many votes taken in the House, Jefferson 
was chosen President. Aaron Burr became the Vice-President. 
Before another presidential election the Constitution was so 
changed that the electors must designate who shall be President 
and who Vice-President. This is known as the XII. amendment. 
Adams thus served but one term. As Jefferson was re-elected 
four years later, his administration covers a period of eight years. 

236. — The New Capital. — Thomas Jefferson was the first 
President inaugurated in Washington, the new and permanent 



UNDER THE CONSTITUTION. 241 

capital of the nation. The site had been selected by Washington 
himself ten years previous. During these ten years the farms 
and woodlands had been plotted for the future city, and some 
government buildings erected. President Adams had moved 
into the new "White House" some time before the close of his 
term of office. At this time Washington was but a straggling 
country town with a few respectable government buildings. But 
the plans contemplated a magnificent capital city, which it now is. 

237. — Louisiana Purchase. — One can scarcely realize in 
our day that in the year 1800, less than a century ago, Spain laid 
claim to two-thirds of the present territory of the United States 
south of the Dominion of Canada. Her first great loss was the 
western half of the Mississippi valley. Since the treaty of 1763, 
Spain had been in possession of all the country west of the Mis- 
sissippi. In 1800 she ceded the country lying between the Missis- 
sippi River and the Rocky Mountains to France. This territory 
was known as Louisiana. France, in turn, ceded Louisiana to 
the United States for $15,000,000. This occurred in 1803, and 
was the work of Napoleon, who was now the French ruler. 
Knowing that France could not hold these possessions against 
the British navy, he readily exchanged that magnificent country 
for $15,000,000. This purchase more than doubled the area of 
the United States. It is shown by the census of 1890 that over 
11,000,000 people were living within the boundaries of the 
Louisiana purchase. The most striking feature about this 
transaction is, that Jefferson, a Republican President, made the 
purchase. The Constitution nowhere gives the President or 
Congress power to acquire territory by purchase or otherwise. 
But Jefferson and his party claimed that the general government 
had only such powers as were delegated to it by the Constitution. 
By this transaction, the Republicans stood on the ground occupied 
by the Federalists. There was but little opposition, however, 
to the purchase, as it was manifestly too valuable a prize to leave 
room for that. 

238. — Political Parties. — Vice-President Burr, though 
elected bj^ the same party as the President, was out of harmony 
with the administration. The Federal party was falling to pieces 



242 A SCHOOL HISTORY OF THE UNITED STATES. 

and its place was for a time occupied by a party known as the 
"Federal- Republican," with Aaron Burr as one of its leaders. 
Jeiferson, in contrast, called his party the "Democratic-Repub- 
lican." The Federal- Republican party, if it can be so dignified, 
was short-lived. Burr, one of its leaders, was a selfish, unprinci- 
pled man. In his ambitious designs, he was bitterly opposed by 
Hamilton, whom he challenged to a mortal combat. Hamilton 
falls; Burr is unharmed. To have one of the greatest statesmen 
in the nation shot down by the Vice-President, on what was called 
"the field of honor," aroused great indignation throughout the 
country, and did much toward bringing the practice of dueling 
into disrepute. Afterwards, Burr was arrested and tried for 
treason for attempting to separate the southwest from the union, 
but the evidence was insufficient to convict him and he was set at 
liberty. 

239.— Expedition of Lewis and Clark (1804).— Jeffer- 
son, soon after the Louisiana purchase, sent out Captains Lewis 
and Clark with an exploring party to learn the extent of the 
new dominions. They were gone nearly three years. They 
passed up the Missouri to its source and crossed the Rocky 
Mountains to the westward. Here they discovered the two 
rivers, named after the explorers, the Lewis and the Clark. 
These they descended to the Columbia, and thus reached the 
Pacific Ocean. It is a question whether the Louisiana purchase 
extended properly beyond the Rocky Mountains. In after years 
when the possession of the Oregon country was in dispute 
between Britain and the United States, the discoveries of Lewis 
and Clark strengthened America's claim. 

240. — War with Tripoli. — The Barbary states along the 
southern coast of the Mediterranean Sea had for generations been 
the terror of Europe. The people were Turks, Moors and Arabs, 
and in religion, Mohammedan. They plundered merchant vessels, 
and sold the captive sailors into slavery, captives of note being 
held for ransom. In order to save their merchantmen from 
seizure some of the nations of Europe paid these pirate nations 
a yearly tribute. For a time our government also paid tribute as 
the easiest way to protect our commerce. Captain Bainbridge 



UNDER THE CONSTITUTION. 243 

went to Algeria in iSoo with the annual tribute of money from 
our government. The Dey demanded the use of the American 
vessel to carry his ambassador to Constantinople. When the 
captain refused, the Dey insolently replied: "You pay me tribute, 
by which you become my slaves, and I, therefore, have/ a right 
to order you as I see fit." Bainbridge was compelled to carry 
the ambassador to Constantinople as ordered, as his vessel was, 
at the time, under the guns of the Algerian fort. But finally, 
when the Bey of Tripoli gave notice that within six months he 
expected a valuable present from our government. President 
Jefferson concluded to send him a "present" of another kind. A 
small American fleet was sent to the Mediterranean and bom- 
barded the cit}' of Tripoli, but without definite results; the war 
continued for four 3'ears. Tripoli was finally humbled; a treaty 
of peace was signed, which put an end for a time to piracy, and 
to the payment of tribute mone3\ 

241. — Trouble with England and France. — There had 
been a short peace between France and England during the first 
part of Jefferson's administration; as a result, our American ships 
were permitted during this truce to sail unmolested anywhere on 
the broad ocean. American commerce spread rapidly, but this 
was soon changed. In the war that followed, England attempted 
to prevent all trade with France and her allies; and in turn, 
Napoleon forbade all commerce with Great Britain. As the 
United States was neutral, and had an extensive carrying trade 
with Europe, the counter decrees nearly destroyed her commerce. 
Both nations did all they could to injure our commerce. But 
more than that, England claimed the right to stop American ves- 
sels on the high seas, and to search them for British subjects. 
Volunteering had ceased in England, and in her great struggle 
with France, it was necessary to impress seamen into the service 
in order to man her ships. But who were British subjects? The 
United States claimed that all naturalized foreigners were Amer- 
ican citizens; but England said, "Once an Englishman always an 
Englishman." American citizens were accordingly taken from 
our vessels and impressed into the British naval service. But 
this was not the only question in dispute. Our government 



244 A SCHOOI, HISTORY OF THE UNITED STATES. 

denied the right of an)^ other government to search our vessels 
on the high seas; but our navy was too weak to protect our com- 
merce. Jefferson had made a serious mistake; he had abandoned 
the poHcy of building a strong navy, as he thought it possible to 
protect the sea coast of America by means of small gunboats. 

242.— The Chesapeake and the Leopard.— The Chesa- 
peake, a United States frigate, was hailed olf the Chesapeake Bay 
by the Leopard, a British man-of-war. The Captain of the Leo- 
pard demanded the return of some deserters that he claimed were 
on the Chesapeake. When the demand was refused, the Leopard 
fired into the Chesapeake, killing and wounding a number of men. 
The Chesapeake having made no preparations for fighting, was 
obliged to haul down her flag and surrender the men. This was 
an act of war, and had the United States been sufficiently strong, 
a war would have been the result. As it was, our government 
accepted England's disavowal of the act and her weak apology. 

243. — The Embargo Act. — The United States was not 
strong enough to make war against both France and England, 
she therefore bore the ill-treatment of these two great powers as 
best she could. 

President Jefferson and his followers, believing that Europe 
would be compelled to trade wdth our people, passed what is 
known as the Embargo Act, which forbade all commercial inter- 
course with Europe. By this means, it was thought we could 
bring our tormentors to their knees. Our own ships were all 
ordered home, and all foreign ships were forbidden to enter our 
ports. We have no evidence that the embargo had any evil 
effect whatever on either France or England; but the law literally 
annihilated the commerce of the United States. New England 
was the great commercial section, and was also the stronghold of 
the Federal party. The Constitution gives nowhere an}'' hint of 
any authority to pass such a law as the Embargo Act, and yet it 
was the Democrat- Republican administration that passed it. In 
New England there was strong opposition to the law; there were 
open threats of resistance, and even talk of secession from the 
Union. Jefferson now, as President, denied the right of the New 
England states to secede or to nullify the United States laws. 



UNDER THE CONSTITUTION. 



245 




246 



A SCHOOL HISTORY OF THE UNITED STATES. 



The Federalists of New England, on the other hand, claimed the 
right to resist unjust laws. Finally on the last day of Jefferson's 
term of office, the law was repealed, and the Non- Intercourse Act 
took its place. This new law permitted commerce with all 
nations except England and France. 

Jefferson and his party, it will be seen, passed completely over 
to the Federal view on at least two questions, viz.: (i) purchase 
of territory, and (2) resistance to state nullification. 




FULTON'S FIRST STEAMBOAT. 

244. — The Foreign Slave Trade. — The foreign slave trade 
was abolished during this administration; the law did not take 
effect until 1808, as a provision in the Constitution forbade it 
before that date. 

At the close of his second term, Jefferson, following the 
example of Washington, refused a third term, and retired to his 
beautiful home at Monticello, Virginia. 

James Madison and James Monroe, the next two Presidents, 
were of the same part)' as Jefferson, and carried out the policy 
laid down by him. These two Presidents were sometimes humor- 
ously called James I. and James 11. of Jefferson's administration. 



THB SECOND WAR WITH ENGLAND. 247 



CHAPTER XX. 



Madison's administration, 1809-1817, 8 years, the second 
war with england. 



Collateral Readings. 

History:— Topics FOR Reference: War of 1812; Cause; Parties dur- 
ing the War; Results; Hartford Convention, 1814-15; War with Barbary 
States, 1815. 

Histories FOR Reference: Von Hoist, I.; Schouler, II.; Hildreth, 
v.; Benton's Thirty Years' View, Vol. I.; McMaster, III.-IV. 

Roosevelt's Naval War of 1812. 

Johnson's War of jSi2. 

Biography: James Madison. 

Coffin's Building the Nation. Read Holmes's poem, "Old Ironsides." 
Sing "The Star Spangled Banner" (Key). 

Historic Fiction: — Columbian Historical Novels, Vol. X. 



245.— James Madison came to the Presidential office in the 
midst of troubles with France and England. In spite of the 
protests of our government and of the Pyinbargo and Non-Inter- 
course Acts, both nations continued to seize American merchant 
ships. Napoleon acted treacherously; while he privately gave 
orders for his navy to continue to seize our vessels, he publicly 
made our seamen believe that he had withdrawn his decree. 
England acted more openly, though none the less maliciously. 
She sent her ships of war to cruise near the larger American sea 
ports in order to intercept our merchant vessels, and send them 
to England as lawftil prizes. 

246.— The Affair of the "President" and "Little 
Belt." — A British war-ship, lAttle Belt, while on this duty, was 
bailed olf the coast of Virginia by the American frigate, President. 



248 A SCHOOL HISTORY OF THE UNITED STATUS 

The Little Belt's reply was a cannon shot. The President by a 
few broadsides soon brought the Briton to his senses, and the 
Little Belt gave a satisfactory answer. The vicious spirit shown 
by the Little Belt, and the vigorous action of the frigate, Presi- 
dent, aroused the war-spirit of the nation to a fever heat. This 
occurred in May, 1811. It seemed madness to attempt to meet 
the British on the ocean, but the mass of the people were ready 
to attempt anything rather than brook such insults. 

247. — The Battle of Tippecanoe. — President Madison 
was a man of peace, but the British seemed determined to goad 
him into war. The battle of Tippecanoe, though fought with 
the Indians of the west, may be classed as the first battle in 
our second war with England. This is the way it came about: 
through the influence of the British, the Indians of the north- 
west frontier became hostile to the Americans. Under these 
favoring conditions, Tecumseh, a powerful Indian chief, attempted 
to unite all the red men of the west into a great confederacy, and 
by their united eflforts to drive the white man from their country. 
General William Henry Harrisoti, the governor of Indiana Terri- 
tory, moved with a considerable force to the Wabash River. 
Here he was met by the prophet, the brother of Tecumseh, with 
a proposition to hold a council; but General Harrison, suspecting 
treacher}^ ordered his troops to sleep on their arms in readiness 
for an attack. It came as expected, in the early morning. In 
this fight, known as the battle of Tippecanoe, the Indians were 
defeated. It was a stubbornly-fought battle and gave much 
honor to General Harrison. The Tippecanoe battle-field is 
a little north of the present site of Lafayette, Indiana. It 
was fought in November, 181 1, about six months after the 
affair of the Little Belt. These transactions made war inevit- 
able. 

248. — War Declared. — The British boasted that neither 
the American people nor the President could be kicked into a 
war. War is a great calamity to any nation, but it is sometimes 
necessary to fight in order to have peace. Doctor Franklin, that 
far-seeing statesman, hearing a man speak of our Revolution as 
the "War of Independence." corrected him by saying, "Sir, you 



THE SECOND WAR WITH ENGLAND. 249 

mean, the War of the Revolution; the War of Independence is 
3'et to come. It was a v^zx/or Independence, but not of Indepen- 
dence," The war of 1812 was that war, and is sometimes called 
the Second War for Independence . War was declared by the 
United States in June, 18 12. Vigorous efforts were promptly 
made to create an army and to enlarge the navy. The plan of 
the Americans was to invade Canada (i) from the west, (2) at 
the center, and (3) to the north. In the west, an army was to 
move from Detroit; at the center, another arm}' was to cross the 
Niagara River into Canada; and to the north, a third army was 
to move by way of Lake Champlain, the old familiar route. We 
shall presently learn how far these plans were successful. 

249.— The Surrender of Detroit.— General Hull, the 
governor of Michigan, commanded at Detroit. Hardly had he 
commenced the movement against the English, when he was in 
turn attacked at Detroit. But before anj^ fighting of importance 
oegan, Hull hung out a white flag in token of surrender. This 
was a most disgraceful affair, and Hull was afterward tried by 
court-martial under the charge of treason and cowardice. He 
was found guilty of cowardice and sentenced to be shot; but the 
President pardoned him because of his services in the Revolution- 
ary war. 

All of Michigan and the country to the northwest fell into the 
hands of the British as a result of Hull's surrender. It was in 
danger of being annexed to Canada and permanently lost to the 
Union. It will be remembered that this very territory had been 
won by the diplomacy of our commissioners negotiating the 
treaty of Paris. It is possible that the British hoped to re-possess 
this country. 

This victory for the English was gained within two months 
after the declaration of war by the United States. (June 19- 
August 16, 18 1 2.) It took something more than a year to win 
back all that had been so quickly lost. Before w'e go elsewhere 
let us see how this was done. 

250. — Battle of Lake Erie and Re=capture of Detroit. 
—General Harrison was given command of the western country. 
While moving against the British at Detroit his advance was 



250 A SCHOOL HISTORY OF THE UNITED STATES. 

defeated on the Raisin River, near Frenclitown, and a large num- 
ber of his soldiers taken prisoners and afterward massacred by 
the savage Indian allies of the English. Harrison himself was 
for several days besieged at Fort Meigs on the Maumee River. 
But before the American army could successfully invade Canada 
from this direction, or regain possession of Detroit, the United 
States must get control of Lake Erie. With this in view, during 
the spring and summer of 1813, Commodore O. H. Perry con- 
structed an American squadron of nine vessels. The British had 
not been idle; they also fitted out a fleet of six vessels. These 
six vessels carried 63 guns; while the nine American ships had 
54 guns. These hostile fleets met near the west end of Lake 
Erie in September, 18 13. During the battle, the flag-ship, the 
Lawrence, becoming a useless wreck, Perry abandoned her, and 
with the few men left unharmed, made his way in an open boat 
to the Niagara, on which he hoisted his flag, and continued the 
fight. By four o'clock all the British ships had surrendered to 
to Perry, and before dark he had sent the now famous dispatch 
to General Harrison: "We have met the enemy and they are 
ours." This is commonly known as Perry's Victory on Lake 
Erie. It was a gallant fight, but its importance lay not in its 
brilliancy of deeds, but in the fact that it gave us command of 
all the great lakes above the Niagara River. General Harrison 
now, by the aid of the fleet, moved his arm 5^ to the north side of 
Lake Erie. The English hurriedly left Detroit, and retreated to 
the northward, the American army following. 

251.— Battle of the Thames.— At the Thames River the 
English under General Proctor, and the Indians under Tecum- 
seh, made a stand. Here a .severe engagement, known as the 
battle of the Thames, was fought. Their great chief, Tecumseh, 
being killed, the Indians scattered, but not until a large part of 
the British soldiers had been captured, and Proctor had fled from 
the field. All of Michigan and the great northwest again came 
into the possession of the United States. Trouble with the Indi- 
ans in that section was at an end. As nothing more of import- 
ance during the war occurred in the we.st, we may leave it for 
more important scenes. 



THE SECOND WAR WITH ENGLAND. 



251 



Exercise on Map of Military Operations at the West 

AND Center. 

AT THE WEST. 

Locate the Raisin River, Maumee River, Frenchtown, Fort 
Meigs, Fort Maiden, Perry's victory. Trace the march of Gen- 
eral Harrison. What battle closed the campaign ? Can you tell 

Map No. 30. 




"^ •]>• ^ ^ Marks Harrison's Route. 

why the British should leave Detroit when Harrison was at Fort 
Maiden? Why was Perry's victory necessary before the Ameri- 
cans could move into Canada ? Why was the capture of Detroit 
such a blow to the Americans? 

ON THE NIAGARA FRONTIER. 

Locate Fort George and Fort 'Erie. Were they British or 
American Forts ? Locate the two battle fields near the Niagara 
River. On which side of the river are they ? The plan of the 
Americans was to get full possession of the Niagara frontier. 



252 A SCHOOL HISTORY OF THE UNITED STATES. 

Had they been successful in this, what advantage would it have 
been to them? Locate York, An American force from the 
Niagara region captured it. How did the Americans reach the 
city ? 

252. — The Army of the Center. — On the Niagara frontier, 
but little of a deci3ive nature was accomplished during the war. 
Battles were fought and victories were won, but the close of the 
war found the relative positions of the two armies practically the 
same as at the beginning. 

253.— Queenstown Heights, 1812. — In October 1812, a 
small American force crossed the Niagara River, and captured 
Queenstown Heights. But when the New York militia were 
ordered to cross to the Canada side to support the soldiers who 
had already captured the heights, they refused, because, as they 
claimed, their commander had no right to order them out of 
the state. Their comrades thus shamefully abandoned, were com- 
pelled, after a short contest, to surrender to the English. 

254.— The Capture of York, 1813.— Toronto is the modern 
name for the city of York. York was the capital of Upper Can- 
ada, as Toronto is now the capital of the same country known as 
the province of Toronto. In 18 13, an expedition was sent against 
York for the purpose of destroying a large quantity of military 
supplies stored at that place. The city was captured after a sharp 
fight, and General Pike, the American commander, was killed 
by the explosion of a British magazine. After destro3'ing the 
military .stores, the Americans returned to the Niagara River. 

In the absence of the Americans on the York expedition, the 
English attempted to capture Sackett's Harbor in New York, but 
were repulsed. 

255.— Battle of Chippewa and Lundy's Lane, 1814.— 
During the year 18 14, two severe battles were fought on the 
Canada side, near the Niagara River. The first, known as the 
battle of Chippewa, occurred July 5, the second, the battle of 
Limdy's Lane, July 25th. In both of these engagements the 
Americans were victorious. The second is sometimes called the 
battle of Niagara, as it was fought within the sound of that 
mighty cataract. General Scott was a prominent actor in both of 



The spxond war with England. 



25S 




these engagements and was se- 
verely wounded in the second. 
This was the beginning of his 
long and successful career as a 
general in the American army. 
We shall hear of him again. 

256. — Operations in the 
North. — The Battle of Lake 
Chaviplain, 1814.. — During the 
first two years of the war, nothing 
of importance occurred in the 
region of Lake Champlain. Each 
side acted on the defensive. But 
in the summer of 18 14, most of 
the American army having gone 
to the Niagara line to aid Gen- 
eral Brown, General Prevost, 
the British commander, .seized 
the opportunity for an advance. 
He moved against the Ameri- 
cans with a force of 14,000 men, 
accompanied by a large fleet on 
the lake. The American army 
was too small to resist, unaided, 
this over^vhelming force of vet- 
erans, who had fought under the 
Duke of Wellington against Na- 
poleon. On a bright September 
morning, with a fair wind, the 
British fleet bore down upon 
Commodore M a c d o n o u g h ' s 
squadron lying in Plattsburg 
Bay. In less than two and a 
half hours the whole British 
fleet had either surrendered or 
were fleeing for safety. The 
land forces continued the fight until dark, and every attempt of 



254 A SCHOOL HISTORY OF THE UNITED STATES. 

the English to cross the Httle stream defended b)' the handful of 
Americans, was successfully resisted. Prevost hastily retreated 
duruig the night. The land fight is known as the battle of 
Plattsburg; the naval battle, as Macdonough's victory. We may 
call them both the battle of Lake Champlain. Thus closes the 
record of the north. Perry and Lake Erie, Macdonough and 
Lake Champlain — while these rippling waters play along the peb- 
bly beach, so long will these names be associated in the minds of 
patriotic Americans. 

2S7. — War on the Ocean. — "Britannia rules the waves!" 
Great Britain claimed to be, what she really was, "the mistress of 
the seas." She had over a thousand war vessels, manned by 
140,000 seamen. To meet these, the United States had, exclu- 
sive of gunboats for sea-coast defense, not more than 17 effective 
war ships. During the long wars between France and England, 
their navies had been struggling for supremacy on the ocean. In 
every great naval battle with the French, Lord Nelson, the great 
English admiral, had been victorious. In the large number of 
single combats at sea, the English had been nearly uniformly 
successful, 

258.— The Constitution, alias "Old Ironsides."— But 
there were some surprises in store for the boasting Briton. Two 
months after the declaration of war, the United States 44-gun 
frigate Constitidiofi , Captain Hull, met the English 38-gun frigate 
Guerriere off the coast of Nova Scotia. After a 40-minute fight, 
the Gtierriere surrendered to Captain Hull. The Constitution was 
but slightly injured; she was henceforth known by her pet name. 
Old Ironsides. Three days before the close of the year 18 12, the 
Co7istitution, now under Captain Bainbridge, met the British 49- 
gun frigate y^z^^, off the coast of Brazil. After a three-hour con- 
test, "Ca^Java, with all that were left of her 400 men, surrendered 
to Captain Bainbridge. "Old Ironsides" proved herself worthy 
the nickname she bore, as she came out of the fight but slightly 
injured. 

More than two years after the capture ol \\\q Java, the Consti- 
tution won her third and most brilliant victory. She was attacked 
by two British men-of-war, and in a 40-miuute contest she cap- 



THS SECOND AVAR WITH ENGLAND. 255 

tured them both. This sea-fight occurred nearly two months 
after the treaty of peace had been signed, but of course this was 
unknown to either the American or British officers thus engaged. 
In 1833 this noble ship was declared unseaworthy and was about 
to be destroyed. Then it was that O. W. Holmes wrote in pro- 
test his famous poem Old Ironsides. The poem had its effect, and 
the old war-ship was not destroyed; it may yet be seen in the 
Portsmouth, N. H., navy-yard. 

259. — Other Ocean Combats. — But the Constitution did 
not win all the glory on the sea; neither did victory always crown 
the Americans. 

Nearl}' mid-way between the first two victories of "Old Iron- 
sides," the frigate United States, Commodore Decatur, com- 
mander, fought the British frigate Macedonia off the Canary 
Islands. The contest lasted for nearly two hours, when the 
Macedonia surrendered to Decatur. Captain Lawrence, as com- 
mander of the Hornet, had sunk the British ship Peacock in a 15- 
minute fight. For this victory he was promoted to the command 
of the frigate Chesapeake. This w^as the unfortunate ship that, 
six years before, had been fired into and boarded by the British 
frigate Leopard. 

In June, 18 13, near the beginning of the second year of the 
war, we met our first serious defeat on the ocean. The British 
frigate Shannon sent a challenge to the Chesapeake. Lawrence 
accepted, and the two vessels met off Boston harbor. The com- 
bat lasted but fifteen minutes when the Chesapeake surrendered to 
the Shannoyi. Captain Lawrence was mortally wounded, and 
while being borne below, he uttered those memorable words, 
■'D(m't give up the ship." 

We cannot dwell upon all the brave deeds done on the ocean. 
The following is a sumniar}' of what was accomplished: During 
the war the Americans captured, on the ocean and on the great 
lakes, fifty-six vessels of war, mounting 886 cannons, and 2,360 
merchant ships mounting 8,000 guns. The Americans lost only 
25 war vessels and a comparatively small number of merchant 
ships. The most humiliating thing to the proud Briton was, 
that during the first six months of the war, in six fights she lost 



256 A SCHOOL HISTORY OF THE UNITED STATES. 

six vessels and captured none. The British lost on the American 
coast during the war more war ships by wreck and by other mis- 
haps alone, than the total loss of the Americans by battle and 
accident. There seems to be a kind of poetic justice in these 
signal defeats of the English on the ocean for their years of over- 
bearing conduct and unjust acts on the sea. 

260. — Along the Atlantic Coast. — During the most of 
the war our ports along the Atlantic coast were blockaded by the 
British navy. Along the north Atlantic coast the blockade was 
honorable and with little unnecessary suffering; but to the dis- 
grace of the British commander, Admiral Cockburn, the southern 
coast was shamefully plundered. 

261. — The Capture of Washington. — During the mid- 
summer of i8i-i, a British fleet under the command of Admiral 
Cockburn entered the Chesapeake Bay, unresisted. The army 
that accompanied the fleet was commanded by General Ross. 
Our government had neither naval nor military force sufficient 
to resist the advance of the enemy. Brushing aside the small 
force brought against them, the British marched to Washington 
city. The capitol and most of the other public buildings were 
burned by the order of the British government. Both Ross and 
Cockburn approved the order, and seemed much elated at the 
capture and the burning of the defenseless city. The burning of 
Washington was condemned by the other nations of Europe, and 
by the better element in England. 

262. — Defense of Baltimore. — The British remained in 
Washington but one da}'. Three weeks later, with the same 
fleet and force, they appeared before Baltimore. This city was 
protected by Fort McHenry at the entrance of the harbor. The 
English troops were landed and moved toward Baltimore, while at 
the same time the fleet bombarded Fort McHenry. After throw- 
ing their shells into the fort for nearly twenty-four hours the enemy 
withdrew, baffled in their attempt to lower the "star-spangled 
banner," that "o'er the ramparts were so gallantly streaming!" 
Baltimore was safe. General Ross was killed in a skirmish near 
the city. It was during this bombardment that Francis S. Key was 
inspired to write our national song, "ThcvStar Spangled Banner." 



THIS SKCOND WAR WITH ENGLAND. 257 

263. — Indian Troubles in the Southwest. — The Creeks 
were a powerful Indian tribe in Georgia and Alabama. Through 
the influence of Tecumseh, these Indians had been incited to 
hostility during the Indian outbreak in the northwest, and had 
caused much trouble during the war. In 1813 they captured 
Fort Mimms on the Alabama River, not far from Mobile. All the 
soldiers with the helpless women and children were massacred. 
This aroused the whole south to activity, and volunteers flocked 
to the standard of Jackson, who had been sent against these Indi- 
ans. The war was pushed with great vigor until near the close 
of March 18 14 when the Indians were driven to their last strong- 
hold on a branch of the Alabama River, known as Horseshoe Bend, 
or Tohopeka. The Creeks fought with the energy of despair, 
but they were utterly overthrown and the few who were left were 
ready to make peace. In order to punish some Indian and Eng- 
lish marauders, Jackson boldly invaded Spanish Florida, captured 
Pensacola, and drove out the English who were in the harbor. 

264. — The Battle of New Orleans. — Near the close of the 
year 18 14, Jackson was called to the defense of New Orleans 
against the English. A large fleet and a force of 12,000 men 
under General Pakenham entered Lake Borgne for the purpose of 
capturing New Orleans. Many of these soldiers were veterans 
from the victorious army of Wellington. Napoleon had been 
dethroned and sent to the island of Elbe. These soldiers set free 
from a European war, now proposed to get possession of the Mis- 
sissippi valley. 

Twelve thousand English soldiers marched against the 6,000 
American militia behind the rude breastworks thrown across a 
neck of land between a swamp on one side and the Mississippi on 
the other. Bravely, steadily, in solid line the Britons advanced, 
but the sure aim of the Kentucky and the Tennessee riflemen was 
too much; the enemy fell back hopelessly defeated. More than 
700 Britons, including General Pakenham, lay dead in front of 
the American breastworks, while probably 1,000 more w^ere 
wounded. The American lost about 20 killed and wounded. 
This battle was fought January 8, 18 15, fifteen days after the 
treaty of peace had been signed. 



258 A SCHOOI, HISTORY OF THE UNITED STATES. 

265. — Peace. — On Christmas eve, 1814, in the city of Ghent, 
Belgium, the treaty of peace was signed by the representatives of 
England and the United States. It was .several weeks before the 
news could reach America by the sailing vessels of that day. 

The close of the war brought great rejoicing to our nation. 
The treaty is silent on the subject of impressment of American 
seamen, the prime cau.se of the war. But we nevertheless gained 
what we fought for. Our ships have since .sailed unmolested on 
all seas. The rights of neutral vessels on the high .seas has long 
since become the law of nations. The war was not a brilliant 
one for either England or America. 

266. — The Hartford Convention. — The war bore most 
heavily on the New England people, who were largely engaged 
in commerce. The Embargo and the Non- Intercourse acts, with 
the long blockade of her ports by the English, had all but ruined 
her commerce. The people of this section becoming weary of 
the war, which had never been popular with them, called a con- 
vention which met at Hartford, December 15, 1814, ten days 
before the treaty of peace was .signed. The friends of the admin- 
istration condemned it as treasonable, but whatever its designs, 
whether for disunion or not, nothing came of it, as peace was 
proclaimed soon after its adjournment. 

267. — War , With Barbary States. — When peace came 
the army was reduced ; but the navy, however, was kept up to its 
full strength. For a number of years the United States had been 
paying tribute to Algiers in order to protect our merchant .ships; 
but now the Dey believing that the American navy had been 
destroyed by the British, began again to play the pirate on Amer- 
ican commerce. Our government concluded to see what virtue 
there might be in shot and shell. Accordingly during the sum- 
mer of 18 1 5, Captains Bainbridge and Uecatur were sent with 
two fleets to the Mediterranean. By good fortune, Decatur fell 
in with two large Algerian ves.sels of war, and captured them 
with a large number of prisoners. With these prizes he sailed 
into the harbor of Algeria, where he demanded the immediate 
release of all American prisoners, the payment in full for all pro- 
perty destroyed, and the giving up of all claim to tribute. To 



THE SECOND WAR WITH ENGLAND. 



259 



these demands the Dey was compelled to yield, and signed a 
treaty accordingly. In quick succession he visited Tunis and 
Tripoli and compelled these Barbary States to yield to the same 
demands. Decatur did in one cruise what the European powers 
had failed to accomplish. 

268. — The Federal Party Disappears From History. 
— The FederaHsts, the party of Washington, Hamilton and 
Adams, had been the national party, and had opposed the nulli- 
fying resolutions of Kentucky and Virginia. Jefferson and Mad- 
ison, the leaders of the Democratic-Republican party were, if not 
the actual authors, the instigators of these same resolutions. But 
now as Madison's second term draws to a close, the Federalists 
are in a hopeless minority. They had opposed the war, and their 
action at the Hartford convention seemed to give a coloring to 
the idea of disunion. The two parties seem thus to have 
exchanged places. As a result of the late war and of a return to 
prosperit}-, the national feeling became stronger, and the people 
were ready to support the party that stood for the nation. 

In the election for President, Rufus King, the last Federal 
candidate for President, received less than i6 per cent, of the 
electoral votes cast. Four years later President Monroe had no 
opposition. 




ONE OF THE FIRST RAILROAD TRAINS (SEE PAGE 267). 



260 A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER XXI. 



I. — THE ADMINISTRATIONS OF JAMES MONROE AND JOHN QUINCY 
ADAMS — 1817-1829, 12 YEARS. 



II. — INVENTIONS AND GROWTH OF TERRITORY. 



Parallel Readings. 

History: — General readings: Webster's Oration on Adams and 
Jefferson; also, his Bunker Hill Orations. Ridpath's History of ihe United 
States, chapters 52 and 53. Pickard's History 0/ the Political Parties of the 
United States. 

The Monroe Doctrine, 1823: Benton, Thirty Years' View, I.; Von Hoist, 
Constitutional History, I. -III. Missouri Compromise, 1820: Von Hoist, 
ConstittUional History, I.; Wilson, Rise and Fall, I.; Benton, Thirty Years' 
Vieiv, I.; Mc Master, History of People of United States, IV, V. 

Old South Leaflets, No. 56, The Monroe Doctrine; Hinsdale's, The Old 
Northwest. 

Biography: — ^James Monroe, John Quincy Adams, Lafayette, Webster, 
Robert Fulton, John Marshall. 

Fiction: — Butterworth's The Knight of Liberty. (Lafayette.) 

Geography: — The states adjacent to the Ohio and Mississippi Rivers. 
Trace the great lines of commerce from the Mississippi valley (i) via the 
Mississippi River and its branches to the Gulf of Mexico, (2) via the Great 
Lakes, Erie canal, and the Hudson River. 



269.— James Monroe President. — ^James Monroe, the 
fifth President, was the fourth Virginian to be honored with the 
office. The period of his administration is known as the "Era of 
good feehng." All poHtical strife seems to have died out, old 
questions had been settled, new ones were yet in a formative 
state. [See Chart of political parties.] 



INVENTIONS AND GROWTH OF TERRITORY. 261 

270. — Florida. — The Spanish possessions of Plorida became 
a nest for a motley crowd of Indians and run-away slaves; these 
would raid the settlements in Georgia and Alabama and then flee 
for shelter to Florida. General Jackson again took possession of 
Pensacola, and sent the vSpanish authorities to Cuba. This inva- 
sion of the dominions of a friendly power was an act that might 
lead to war. Jackson was strongly condemned for his vigorous 
action, but the national government sustained him. 

In justification, he claimed that by sheltering those who were 
exciting the Indians to w^ar, and in harboring slaves escaping 
from their masters, and other lawless bands, the Spanish author- 
ities were interfering with the rights of a friendlj^ nation. The 
final outcome of the trouble was the purchase of Florida from 
Spain for $5,000,000. Florida thus became a territory of the 
Union in 18 19. 

271. — The Monroe Doctrine. — About the time of the 
Florida difficulties, and a little later, Spain was having trouble 
with her Spanish- American provinces in both North and South 
America. These provinces, following the example of the United 
States, declared their independence of the mother country, and 
set up republics, patterned after our own. Some of the great 
powers of Europe showed a disposition to sustain Spain in her 
eflforts to recover these lost provinces. Under these circum- 
stances, President Monroe stated in a message to Congress that 
the American government would preserve strict neutrality in the 
war between Spain and her colonies; but the United States 
regarded the continents of both North and South America as no 
longer open to colonization by any European nation; and further, 
should any foreign power attempt the conquest of any independ- 
ent American nation, the United States would resent it as an 
unfriendly act. This in substance, is the famous "Monroe 
Doctrine." 

272.— The Visit of Lafayette.— During this administra- 
tion Lafayette visited the United States as the nation's guest. 
Everywhere he was received with transports of joy by a grateful 
people. He remained here for several months and traveled 
throughout the United States. While here he laid the corner stone 



262 



A SCHOOL HISTORY OF THE UNITED STATES. 



of Bunker Hill monument on the fiftieth anniversary of the 
battle. This visit is one of those pleasing episodes in history 
that is pleasant to dwell upon. Man has higher ideas of human 
nature when he reads of the noble self-sacrifice of such men as 




BUNKER HILL MONUMENT. 



Lafayette, and of a people's gratitude, as manifested on this 
occasion. When prepared to return, Lafayette was conveyed to 
his home by the national government in the United States frigate 
Brandywine , which name was given in honor of the battle in which 



INVENTIONS AND GROWTH OF TERRITORY. 263 

he, forty-eight years before, fought as a young French volunteer, 
his first battle for American independence. 

273.— John Ouincy Adams. — Four candidates v^ere in the 
field to succeed President Monroe. A«-no one received a majority of 
the electoral votes cast, the House of Representatives was again 
called upon to choose the President. The choice fell to John Quincy 
Adams, the son of John Adams, the second President. The younger 
Adams was not a popular President, though the office was probably 
never better filled than by him. He served but one terra. 

274. — Death of John Adams and Thomas Jefferson. — 
On the fourth day of July, 1826, the fiftieth anniversary of the 
Declaration of Independence, John Adams and Thomas Jefferson 
passed almost at the same hour over the "dark river." They 
were both members of the committee that prepared the copy of the 
Declaration of Independence ; both were signers of the Declaration 
of Independence ; both had been foreign ministers ; both had 
been Vice-Presidents ; both had been Presidents of the United 
States ; both had lived to a ripe old age. Their friendship had 
suffered from a difference of opinion concerning the policy of the 
government, and as rival statesmen they had become alienated. 
Rivals though they were, they were true patriots. The good of 
their country was the bond of sympathy, and in the sunset of life 
their early friendship was renewed, and sealed forever by the 
Angel, Death. 

March 4th, 1829, brings us to the close of the prosperous 
administration of John Quincy Adams. It also closes the first 
forty years' history under our present Constitution. 

Political history and wars have thus far engaged our attention, 
but in the meantime great changes in territorial growth , i?iveiitions 
and material prosperity have been in progress. 

275. — Inventions. — The Cotton=Gin. — Before cotton can 
be spun and woven into cloth, the cotton-fiber must be separated 
from the cotton seed. This was formerly done by hand, and was 
such a tedious task that one person could separate but a small 
quantity of the cotton-fiber in a day. 

The widow of General Greene, of Revolutionary fame, sug- 
gested to a young Yankee schoolmaster, Eli Whitney, who was 



264 A SCHOOL HISTORY OF THE UNITED STATES. 

at that time teaching in the south, the possibihty of making a 
machine to do the work. The cotton-gin invented by Whitney in 
1793 was the result. The machine is quite simple, but it wrought 
a tremendous revolution in the production of cotton and in the politi- 
cal complications in the United States. Cotton could now, by the 
aid of this machine, be produced at a great profit by means of slave 
labor. Washington and Jefiferson had hoped that slavery would 
disappear from the nation, and it probably would have done so 
had it not been that slave labor became so profitable. In all the 
cotton-growing states along the south Atlantic and the Gulf coasts 
slavery became strongly intrenched. Nothing but the moral 
cyclone that ended in the Civil War could overthrow it. 

276. — Steam Power. — To James Watt, a Scotchman, is due 
the honor of giving to mankind that great motive power, the 
steam-engine. Others before him had made the force of expand- 
ing steam do work, but it was left for him to develop the prin- 
ciples of the modern steam-engine. This new mechanical power 
was just beginning to make itself known in England when the 
American Revolution came. The power-loom and the spinning- 
jenny had been invented about the same time as the steam-engine. 
A few years later, as we have seen, came the cotton-gin to cheapen 
the cost of cotton. By the close of the i8th century, great indus- 
trial changes had taken place in England through the application 
of steam-power and the use of improved machinery. England 
then, as now, led the world in the production of cotton cloth. But 
it was not until the close of the War of 181 2 that these influences 
were felt in America. 

277. — Steamboats. — Steam had not yet been successfully 
used to move boats on water or coaches overland. Robert Ful- 
ton accomplished the first and George Stephenson the second. 
Fulton was an American and Stephenson an Englishman. 

The Clermont, built by Robert Fulton, was the first boat suc- 
cessfully propelled by steam. She made her first trip in 1807 
from New York city to Albany. Not since the Half-Moon sailed 
up the Hudson was there greater wonder to the people along the 
shore or on the river. In 1811 the first steamboat went down the 
Ohio and the Mississippi to New Orleans. This trip was made 




DANIEL WEIiSTER. 



266 A SCHOOL HISTORY OF THE UNITED STATES. 

amidst the rumbling of a great earthquake. When near the pres- 
ent site of New Madrid the little craft seemed about to be engulfed 
by an immense whirlpool caused from the earthquake shock. 

278. — Walk=in=thc=Waler and the Savannah. — In 1818, 
the year that Illinois was admitted to the Union, the first steam- 
ship, " Walk-in-the- Water,'' was launched on Lake Erie. The 
Savaymah, the first steamship to cross the ocean, made her first 
trip from the city of Savannah in 18 19, the same year that Flor- 
ida was purchased of Spain. She visited several countries in 
Europe, but it was a number of years subsequent to this before 
steamships made regular trips across the Atlantic. 

The advent of the steamboat was just in time to aid in opening 
the fertile valley of the Mississippi to settlement. Only a few 
years after the puff of the first steamboat was heard, these vessels 
were plowing the western waters in great numbers. The steam- 
ship was not so essential on the Great Lakes, as the sailing ves- 
sels there met the demands of the carrying trade. The sailing 
vessels require a little more time, but they have always been able 
to compete successfully with the steamship on lake or ocean. 
But the steamboat is essential to river navigation and commerce. 

279. — The Erie Canal. — New Orleans was the natural port 
through which flowed the rich commerce of the Mississippi val- 
ley to the eastern and European markets. The easy and cheap 
communication b}^ means of the steamboat made this the more 
evident. Governor De Witt Clinton, of New York, saw that 
something must be done in order to draw the commerce of the 
west by way of the Great Lakes eastward through New York. It 
cost much more to carry a bushel of wheat overland from Buffalo to 
Albany, than by water from St. Louis via New Orleans to Liverpool. 
Commerce flows along the line of least expense of time and money. 

Railroads had not yet been invented. A canal from Buffalo to 
Albany was the only means of cheapening transportation over 
that route. Governor Clinton proposed that the .state build the 
canal. This was .strongly opposed by those who feared the heavy 
financial burden to the state and the consequent taxation. The 
legislature finally voted to build the canal, which follows the Mo- 
hawk River from Albany to the old Indian portage near Utica, 



INVENTIONS AND GROWTH OF TERRITORY. 267 

whence it strikes westward until it reaches Lake Erie at Buffalo. 
The canal was commenced in 1817 and open for traffic in the fall 
of 1825, the first 3'ear of Adams's administration. The opening 
of this artificial waterway had a tremendous effect on commerce 
and upon the growth of New York city and state. Many bushels 
of wheat could now be carried from Buffalo to New York as 
cheaply and more rapidly than one bushel by the old overland 
freight line. This narrow belt of water-way has not yet lost its 
usefulness, for to-day it competes successfully for freight traffic 
with several great trunk lines of railroads. But the railroads were 
not long in capturing its passenger traffic, which was, for some 
years after the completion of the canal, quite extensive. 

280. — Railroads. — Near the close of the second war with 
Great Britain began the evolution of the locomotive steam-engine, 
under the guiding intellect of George Stephenson. The idea of 
the railroad as we know it, did not, like Minerva, spring full- 
grown and ready-equipped from the brain. Short lines of horse 
tramways had been used both in England and in America for a 
generation before the advent of the locomotive, the second essential 
part of a railroad. It had taken a number of years to perfect 
the new engine. We may properly take 1830 as the beginning of 
the great railroad era of the world. 

In England the Liverpool and Manchester road was opened for 
business in 1830. A few miles of the Baltimore and Ohio R. R. 
were operated the same year. Altogether there were twenty- 
three miles of railroad in the United States before the close of 
1830. By 1840 over 2,800 miles had been built. The year 1895 
finds over 181,000 miles of railroad in operation in the United 
States alone. A yearly average of 2,761 miles of railroad was 
built during the sixty-five years to date. 

281.— Territorial Growth of the United States.— The 
treaty of Paris at the close of the Revolutionary War made the 
Mississippi River the western boundary of the United States. 
This gave the United States much territory not included within 
the definite limits of the original thirteen states. To whom should 
this newly-acquired territory belong? Naturally, we would sup- 
pose it .should be the common inheritance of the nation ; but mo.st 



268 A SCHOOL HISTORY OF THE UNITED STATES. 

of it was claimed by individual states. Massachusetts claimed 
that part of the country between the Great Lakes and the Missis- 
sippi River lying between the parallels of her southern boundary 
and a parallel passing near Lake Winnepesaukee, N. H. She also 
claimed the western part of New York state, but soon yielded this 
claim. Connecticut claimed a strip of country to the westward, 
lying between the parallels of her north and south boundaries. 
She claimed even a part of Pennsylvania ; this last claim for a 
time caused much strife between the two states. Virginia claimed 
all that part of the newly-acquired territory lying between 
parallels 41° and 36>^°. These claims grew out of the wording 
of the original charters, which read "from sea to sea." The 
original grant of the Carolinas lay between parallels 36}^° and 
35°, and extended "from sea to sea," hence they, too, 
claimed the country to the westward. Georgia's grant lay 
between the Savannah and the Altamaha Rivers, hence South 
Carolina was cut off from most of her territorial claims by Georgia, 
which also claimed the country directly west of her; South 
Carolina's claim was but twelve miles wide. These claims included 
both the ownership of the land and the right of government. 

These claims, which for a time seemed to endanger the peace 
of the Union, were happily adjusted. The different states, for 
the sake of harmony, generously yielded their individual claims 
to the general government. The lands of the section of country 
directly south of Lake Erie were reserved by Connecticut, and 
that part of Ohio has since been known as the ' ' Western Re- 
serve." This part of Ohio was largely settled by people from 
Connecticut. Virginia gave up all her governmental claims to the 
country lying north of the Ohio River, but retained Kentucky, 
which had some years before been organized into the county of 
Kentucky. Virginia also reserved some lands in Ohio, known as 
the "Military Reservation." We have already seen how, by the 
famous ordinance of 1787, the country north of the Ohio River 
was organized into the Northwest Territory. 

The western immigration from Virginia and North Carolina over 
the Cumberland Mountains into Kentucky and Tennesssee began 
about the time of the commencement of the War of the Revolution. 



INVENTIONS AND GROWTH OP TERRITORY. 269 

The famous hunter, Daniel Boone, was the first to settle in Ken- 
tuck}-. Other men soon followed from Virginia and North Caro- 
lina, and so rapidly was it settled that it was made a state in 1792. 

The cessions of North and South Carolina were united at first 
into one territory, known as the "Territory Southwest of the 
Ohio." Seven years later, in 1796, Tennessee was admitted 
as a state. 

Georgia was the last state to cede her lands to the general gov- 
ernment. In 1802 she made her second and final cession of her claim 
to all the territory west of her present limits. All the country south 
of Tennessee was now organized into the Mississippi Territory. 

By the purchase of Louisiana in 1803, and of Florida in 18 ig, 
the boundaries of the United vStates were extended to the Gulf of 
Mexico on the south and to the Rocky Mountains on the west. 

282.— Land Surveys. — The Land Ordinance making pro- 
vision for the surveying of the western lands was passed as early 
as 1785, only two years after the close of the Revolutionary War. 

The honor of inventing the ' ' simplest of all known modes of 
survey" belongs probably to Thomas Hutchins, the first sur- 
veyor-general of the United States. The old colonial methods of 
survey had no system. When a person found a tract of land that 
suited him he had a survey made of the land, which was marked 
off by " blazing" the trees with a hatchet, or in some other way 
showing the boundaries of the claim. This survey was then 
recorded in the land office of the state. From this the state issued 
a land warrant. Any number of persons might file on the same 
piece of land, but the first legal filing gave a title to the property. 
By the old method the land was first "located" and then sur- 
veyed. By the Land Ordinance of 1785, no legal claim can be 
made or deed obtained until after the survey oiW\^ land. Pieces 
of land of all shapes and sizes, with lines running in all directions, 
were the results of the old method. 

People accustomed to the straight section lines of the west, look 
with curiosity at the queerly-shaped fields of the east. Lands by 
the old method are described by " metes and bounds." 

283.— The Township System.— The township system of 
surveys may be briefly described as follows: Some prominent 



270 



A SCHOOL HISTORY OF THE UNITED STATES. 



geographical position, as the mouth of a river, is taken, and 
through this is run a meridian line. This line is known as a 
principal meridian (P. M.). Through some point on this prin- 



Map No. 32. 




cipal meridian is run an east and west line at right angles to the 
P. M. This is called the base line. Commencing at the point of 
intersection of these two lines, the surveyor measures off the P. 



INVENTLOKS AND GROWTH OK TERRITORY. 271 

M., marking each six-mile interval with a stake or stone. 
Through these six-mile points, ea.st and west lines are run as 
nearl}' as possible parallel to the base line. In like manner the 
base line is marked oiT, and through these points meridian lines 
arc run nearly parallel to the P. M. Thus squares approximately 
six miles on a side are formed. As the earth is a sphere, the 
meridian lines converge to the northward, hence at regular inter- 
vals correction lines are run. These squares are commonlj^ known 
as Congressional townships, and are designated by numbers (north 
and south), and by ranges (east and west). To illustrate by ex- 
ample: The 3rd P. M. runs northward from the mouth of the 
Ohio River, thus nearly bisecting the state of Illinois. The base 
line crosses the state near Bcardstown. All the lands of Illinois 
north and east of the Illinois River, and a narrow strip of western 
Indiana, are surveyed from the 3rd P. M. Lands of Illinois west 
of the Illinois River are surveyed from the 4th P. M. The two 
surveys are usually planned to meet at some natural division, as 
the Illinois River, which divides the two sur\'eys between the 4th 
and the 3rd P. M. The finst survey by this plan was made in 
Ohio directly west of the Pennsylvania line, and is known as "tl.e 
first seven ranges. ' ' 

Exercise on Map of Territorial Claims and CEvSsions. 
You will notice that Virginia's claim extends above the Ohio 
River. Canyon give reasons for this claim so farnorth. (Seepage 
54. ) Why should Ma.ssachusetts and Connecticut claim those nar- 
row strips so far to the westward? How is the width of Massa- 
chu.setts' claim determined? (See pages 75, 268.) Where is the 
Western Reserve? Why .so called ? Connecticut claimed a part 
even of Pennsylvania ; on what was that claim based ? Did North 
Carolina have any claim to the westward ? Georgia ? Massa- 
jhusetts claimed the western part of New York state ; why ? 
You will notice that Maryland, Delaware, New Jersey and 
Pennsylvania have no claims to the westward. Why should this 
be so? Did Virginia cede all her claims to the general govern- 
ment ? Did Connecticut ? Did Massachusetts ? Did North 
Carolina ? Georgia made two cessions ; in what years ? 



272 



A SCHOOI, HISTORY OF THE UNITED STATES. 





E 






s 


D 




O 










a 


4 




N 




P 




M 


C 


% 


3 




A 








L 


K 


< 

Q 


2 


S 




R 






3 


2 


K 

I s 


I 

I 


2 


3 


4 


5 










BAS 

1 


E LI 
Q 


NE 


U 












2X 




H 




Z 








S 


a 











Exercise on the Chart. 
Each of the squares ^est. east. 

is to represent a Con- 
gressional Township six 
miles squ ar e. " O " 
should be read: Town- 
ship No. 5 North, Range 
4 East of the Fifth P.M. 
In like manner read the 
townships represented by 
the different letters. 

The survey c o m - 
mences at the Northeast 
corner of each township 
and divides it into thirty- 
six sections. Owing to 
the fact that the earth is range wEvSt. range east. 

a sphere, and to the inaccuracies in the surveys, the township is 
rarely exactly six miles each way. All fractional sections are 
found on the west tier of the sections of the township. Section 
1 6 is by a law of the United States always reserv^ed for the support 

of public schools of the state. 
This is the source of a large 
part of the school funds of 
the western states. Assum- 
ing the small letters in the 
corners of the township 
plat to represent a quarter 
of a section of land, let us 
describe them. Assuming 
the township to be "O" we 
would describe (b) as fol- 
lows: the Southeast quarter 
of Section 6, Township No. 
5 North, Range 4 East of 
the 5th principal meridian. 
There is no other piece of land in the world that would answer to 



TOWNSHIP NO. R. 



6 

b 


5 


4 


3 


2 


1 
12 


7 

h 

18 


8 


9 

s 


10 


11 


17 


16 


15 


11 
14 

V 


13 


19 


e 

20 


21 




22 


q 
23 


24 


30 


29 


28 

m 


1 
27 


26 


25 


31 


32 


33 


f 
34 


35 


36 



INVENTIONS AND GROWTH OF TERRITORY. 273 

that description. In like manner describe the quarter sections 
represented by some of the other small letters. 

284. — Admission of New Slates. — There are sixteen 
states now occupying the same territory included in the thirteen 
original states. New York and New Hamp.shire each laid claim 
to all or a part of Vermont. The people of that state claimed the 
right to be admitted as a separate state. As a settlement of the 
dispute Congress admitted Vermont in 1791. Maine continued a 
part of Massachusetts until 1820, when it came into the Union as 
a separate state. The people of West Virginia differed in many 
ways from the Virginians east of the mountains. Long before 
the Civil War, separate statehood had been in the minds of the 
people of this section. Slavery had but little hold in the moun- 
tain regions of West Virginia, Kentucky and Tennessee; the peo- 
ple of this section were, therefore, loyal to the Union during the 
War of the Rebellion. The people of West Virginia refusing to 
follow Virginia out of the Union, set up a loyal state government. 
This was recognized by Congress, and West Virginia was admit- 
ted into the Union as a .separate state in 1863. 

285. — From the Old Northwest. — Five .states were 
finally carved out of the historic Northwest Territory. Ohio 
was the first of the five and was admitted in 1802-3. The first set- 
lilement had been made at Marietta in 1 788 by New England peo- 
ple under the leadership of General Rufus Putnam. Cincinnati 
was settled the same year. Ohio was settled by New England peo- 
ple, and the state in its history has partaken largely of the character 
of New England. Indiana was admitted in 1817, Illinois in 18 18, 
Michigan in 1837, and the fifth and last, Wisconsin, in 1848. 

286. — From the Territory South of the Ohio. — From 
the territory south of the Ohio River, four .states were formed, 
Kentucky came into the Union in 1792, Tennessee in 1796, Mis- 
si.ssippi in 1817, and Alabama in 1819. Thus it will be seen that 
nine great states were formed from the territory lying between 
the Alleghany Mountains and the Mississippi River and the Great 
Lake region. This country, as we remember, was won by the 
wisdom and firmness of the commissioners who negotiated the 
Treaty of Paris in 1783. This country might have fallen to the 



(274) 



Map No. 33. 




TERRITORIAL CHART OF THE UNITED STATES EAST OF THE MISSISSIPPI RIVER. 



INVENTIONS AND GROWTH OF TERRITORY. 276 

United States in a later time, but only at great cost of money or 
war, or of both . 

Exercise on the Chart of the United States East of 
THE Mississippi River. 
The distance from the left to the right of the chart represents 
the time from 1776 to 1896 — 120 years. The numerals at the top 
of the page show the divisions of time. The dark shading means, 
7iot a part of the United States at the time indicated; the light 
shading or lining, a state in the Union; the unshaded, a territory 
of the United States. The width of each belt is approximately in 
proportion to the area of the state indicated, as compared with 
the other states east of the Mississippi. In order to get the terri- 
torial history of any state, trace the belt from right to left (or 
from left to right). To illustrate: tracing Illinois from right to 
left, we find (i) that it has been a state in the Union since 18 18; 
(2) that it was organized as a territory in 1809; (3) that as a ter- 
ritory it included Wisconsin and a part of Minnesota; (4) that it 
had been a part of the great Indiana Territory; (5) that the Indi- 
ana Territory included all of the present states of Indiana, Illi- 
nois, Wisconsin, Michigan and a part of Minnesota; (6) that 
Indiana Territory was organized in 1800; (7) that it, with Illi- 
nois, was a part of the Northwest Territory; (8) that the North- 
west Territory was organized in 1787; (9) that a part of this ter- 
ritory was once claimed by Virginia, Connecticut and Massachu- 
setts. The history of each state may thus be traced. In like 
manner find the history of Alabama; of Mississippi; Vermont. 
Tracing from left to right, find the history of Virginia; of Florida; 
of Wisconsin. Which state east of the Mississippi has the great- 
est area? Name in order of their size seven of the largest states. 
Name the original thirteen states. (The left margin of the chart 
will give you this information.) What states have been formed 
from the original thirteen? When was each separated, and 
admitted ? What were organized from the territory acquired by 
the treaty of 1783 ? When ? What states, or parts of states, from 
purchased territory ? Give dates. What states are divided by 
the Mississippi River? Did any part of Alabama ever belong to 
the Spanish possessions ? Mississippi ? 



270 A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER XXII. 



THE ADMINISTRATIONS OF JACKSON, VAN BUREN, HARRISON, 
TYLER, POLK AND TAYLOR — 1829-185O, 21 YEARS. 



Parallel Readings and Correlate Work. 



Historic Readings: — Ridpath's United States History, chapters 54-58, 
inclusive. Calhoun and South Carolina Nullification, 1832: Von Hoist, 
Constitutional History, I. 465-505 ; Benton, Thirty Years' View, I. 297- 
308, 334-47. Texas Annexation, 1845: Von Hoist, II. 551 ; Greeley, Amer- 
ican Conflict, I. 147 ; Benton, Thirty Years' II. 94, 599. Oregon Boundary, 
Treaty of 1846: Von Hoist, Constitutioytal History, III. 25-60, 159-97, 216- 
24, 271-5 ; Benton, Thirty Years' View, II. 624-5, ^(yo-il. Compromise of 
1850: Benton, Thirty Years' View, II. 742-7, 749-65, 768. Fugitive Slave 
Law, 1850: Benton, Thirty Years' View, II. 773-80; Wilson, Rise and 
Fall of the Slave Power in America, II. 291-337, 352-9, 435-61 ; Von Hoist, 
Constitutiofial History, III. 548-62. H. H. Bancroft's History of the Pacific 
Slope. ho-wtW^ Bigelotv Papers. William Lloyd Garrison, Story 0/ His 
Life, by his children. Webster's Speech in Answer to Hayne. Pickard's 
Political Parties. 

Biography: — Jackson, Van Buren, Gen. Wm. Henry Harrison, Tyler, 
Polk, J. C. Calhoun, Gen. Taylor. 

Poems: — Hoffman's ''Monterey;" Whittier's ''The Slave Ship," and his 
"The Branded Hand;" also his " The Angels of Buena Vista;" Lyons's 
* ' The Martyr of Monterey. ' ' 

Historic Fiction:— Columbian Historical Novels, Vol. XI. ; Brooks's, 
"The Boy Emigrants;" Bret Harte's "Luck of Poaring Camp." 

Geography: — The physical features of the western half of the United 
States and British America; states and territories now located between the 
Mississippi Valley and the Pacific Ocean. 

Civil Government: — Wherein does a state differ from a territory? 
Steps usually taken by which a territory becomes a state. In what way did 
the admission of California differ from the usual process? 



THE ADMINISTRATIONS FROM 1S29 TO 1850. 277 

287.— The Political Parties.— [See Political Chart.]— 
The administration of John Quincy Adams closed in 1829. In 
the presidential election of 1824 there had been four candidates, 
all claiming to belong to the same party ; but in 1828 the party 
lines were clearly drawn. Daniel Webster and Henry Clay were 
the leaders of one party, while Andrew Jackson and John C. Cal- 
houn were the leaders of the other. The Clay-Webster people 
were known as the " National Republican " part}-. The " Dem- 
ocratic Republican ' ' had been known since the days of Jefferson ; 
this was now the party of Jackson and Calhoun. During this 
political contest, the " Republican ' ' part of the name was dropped 
and it became simply the " Democratic " party ; the organization 
and the name have continued until the present time. 

In the elections under this division of parties, General Jackson 
was twice chosen President; his two terms covering the period 
from 1829 to 1837. 

Martin Van Buren was chosen to succeed Jackson. He, too, 
was a Democrat, and his administration is sometimes humorously 
spoken of as Jackson's third term. In this election the National 
Republican party united with other smaller parties and formed 
the new " IVfug^' party. This was in 1836. The name 
' ' Republican ' ' now drops from the history of political parties for 
a period of twenty years. In 1856 the new party opposed to the 
extension of negro slavery was christened with the old name 
"Republican;" this is the modern Republican party now in 
existence. 

PARTY QUESTIONS. 

The questions that divided the two political parties at that 
time, and for some years later, were: (i) Internal Improvements, 
(2) United States Bank, and (3) Protective Tariff. The Whigs 
favored these, while the Democrats opposed them. 

288. — Internal Improvements. — The necessity and the 
benefits of internal improvements were not so much in question 
as were the means by which these improvements should be made. 
The Democratic party claimed that all such matters can better be 
left to individual states, or to private enterprise ; that the Consti- 



278 A SCHOOL HISTORY OF THE UNITED STATES. 

tution gives the general government no authority to spend the 
public money for such purposes ; that improving the highways 
and rivers, digging canals and building railroads are not the work 
for the national government. But parties do not always act in 
harmony with their theories. The great national highway over 
the AUeghanies was built by the national government under a 
"strict construction" administration. Every administration, 
whatever its theory of government, has lent its aid to internal 
improvement. This question no longer divides political parties, 
though there is yet occasion for great watchfulness. By a process 
known as ' ' log rolling, ' ' large sums of money are annually drawn 
from the tax payers of the nation in support of local enterprises 
that can be of no possible value to the nation at large. 

289.— The United States Bank.— The United States Bank 
was chartered early in Washington's administration ; in 1816 it 
was re-chartered for twenty years. This bank was modeled after 
the Bank of England. The United States was a stockholder in 
the bank. The arguments for the existence of a National Bank 
were (i) that it created a more stable and uniform currency, (2) 
that it was a place of deposit for all the public funds, (3) that it 
acted as financial agent for the national government, and in time 
of need, aided in the borrowing of money. President Jackson 
strongly opposed the renewal of the charter of the bank, 
which was about to expire. He opposed the bank on the 
ground (i) that the Constitution gave no authority for such an 
institution, (2) that it had failed to improve the currenc}' of the 
nation. 

This problem of a uniform currency for the whole nation is an 
important one, and it was not solved until 1863, when our present 
national banking system came to us through the throes of our 
Civil War. Before that time all the banks were state banks, and 
a bank bill that was good in one state might not pass in another 
state. The United States Bank was supposed to correct that evil, 
but in the opinion of President Jackson it did not. The United 
States Bank failed to receive a new charter, and thus passed out 
of existence as a national bank. For twenty-five years the state 
banking system held sway. The names "Wild Cat" and 



THE ADMINISTRATIONS FROM 1 829 TO 185O. 279 

"Stump Tail" money, given to this state currency, though not 
elegant, indicate its true character. 

While the United States Bank was in existence, all public 
moneys were deposited in it, but when it ceased to be a national 
bank, the funds of the general government were deposited in the 
different state banks. The great financial crash of 1837 came as 
a result, in part, of the changes in the financial system of the 
government . 

290.— The Sub=Treasury Act.— By the Sub- Treasury act 
an independent treasury was created for the safe keeping of public 
funds. This was made totally independent of all banks. In 
other words, the government acts as its own financial agent. 
This is the system now in use in the national government. This 
law went into force July 4, 1840 ; to President Van Buren 
belongs the honor of urging to completion this most excellent 
financial plan. The question of a United States bank has been 
out of politics for fifty years. The sub- treasury plan, combined 
with our present national banking system, does for the nation all 
that the old national bank did, with none of its objections. 

291.— Protective Tariff.— The tariff law of 18 16 had in it 
a mild form ot protection, but it was not until the administration 
of the younger Adams that the tariff laws took on a decidedly i)ro- 
tective nature. When in 1832. under Jackson, protective duties 
were retained on foreign manufactured goods, the people of the 
south felt the law to be extremely unjust to themselves. While 
these duties were beneficial to the manufacturing north, they 
were injurious to the cotton-growing south. 

Under the teachings of John C. Calhoun, South Carolina had 
been led to believe that a state had a right to nullify a United 
States law if not agreeable to herself. South Carolina went .so 
far as to call a convention, which declared the tariff law of the 
national government not in force in the state. "Old Hickory," 
as President Jackson was called, declared in a proclamation that 
no state had a right to nuUif}' any law of the general government, 
and that he should enforce the tariff law in South Carolina as 
elsewhere. With this purpose in view, he sent General Scott 
with a strong military force to the state. A compromise tariff 



280 A SCHOOI, HISTORY OP THE UNITED STATES. 

bill was soon after introduced into Congress by Henry Clay. By 
the firmness of President Jackson, combined with the compromise 
tariff law, peace was maintained and South Carolina withdrew 
her opposition. The tariff is still with us, an unsettled question. 

292.— Indian Wars.— 7^^^ Black Ha-wk War, 1832.— The 
Sac and Fox Indians living in northern Illinois and southern 
Wisconsin had sold their lands to the United States, and most of 
them had moved to their reservation in Iowa. But some of the 
Indians were dissatisfied, and under the leadership of their famous 
chief, Black Hawk, returned to their old home. When the white 
man began to settle among them, they refused to leave the coun- 
try, and began their depredations. There was no fighting that 
might be properly called a battle. The Indians were soon scat- 
tered and driven across the Mississippi River. Black Hawk was 
captured and held as a prisoner until the next year, when he was 
released and placed on the reservation with his people. Though 
this Indian outbreak hardly rose to the magnitude of a war, some 
men who afterward became noted in history, took part in it. 
General Scott was in chief command ; Jefferson Davis, leader of 
the "Lost Cause," was a staff officer; our own Abraham Lincoln 
commanded a company of Illinois volunteers. 

293— The First Seminole War, 1818.— So long as 
Florida was under the Spanish government it was a hiding place 
for run-away slaves, and Indians hostile to the United States. 
The Seminoles were not properly a tribe of Indians; the word 
Seminole means wanderer. They were composed of Creeks who 
had fled from Georgia, escaped negro slaves, and the Indians 
native to Florida. 

The first Seminole war began in 1818, while Florida was yet a 
part of Spain. It was these Indian difficulties, and the fact that 
Florida was a refuge for the fugitive slaves, that led to its 
purchase by the United vStates in 18 19. 

294.— The Second Seminole War, 1835=1842.— Most 
of the Cherokees and Creeks from Georgia had been removed to 
the Indian territory west of Arkansas. The Seminoles of Florida 
refused to go and the result was a seven years' war. Hidden 
among the swamps and everglades, the Indians defied the power 



THE ADMINISTRATIONS FROM 1829 TO 1850. 281 

of the United States for seven years. Osceola, their chief, while 
holding a council under a flag of truce with the American com- 
mander, was seized and thrown into prison. But this treachery- 
did not close the war. Not until all the Indians were either 
killed, or captured and transported to the Indian Territory, did the 
war close. The cost of the war was $10,000,000 and over 1,200 
lives. These were the only serious difficulties with the Indians 
between the war of 18 12 and the Civil War. 

29S. — Administration of Harrison and Tyler. — In the 
election of 1840, President Van Buren was the Democratic, and 
General William H. Harrison the Whig candidate. This was 
the "log cabin" and "hard cider" campaign. As General 
Harrison had lived among the pioneers of the west for more than 
forty years, the Whigs adopted the log cabin as the symbol of 
their party. Great log-cabin "rallies" were everywhere held. 
At these meetings large quantities of hard cider was drunk ; this 
drinking symbolized the hospitality of the old hero, their candi- 
date. The whole campaign was intensely exciting, and extremely 
demoralizing, especially to the young men, large numbers of 
whom in after years dated the beginning of their intemperate 
habits to the hard cider revels of that campaign. The political 
war cry of the Whigs was, "Tippecanoe and Tyler, too," and 
they were elected by a large majority. 

President Harrison was inaugurated March 4, 1841, and died 
April 4, exactly one month later. The Vice-President, John 
Tyler, now became President. The Whigs being in full control 
of the government, as thej^ supposed, now attempted to re-estab- 
lish the United States Bank, but President Tyler vetoed the bill. 
In many questions of the day Tyler was more democratic than 
whig, and by his opposition, the Whigs lost much of the fruits 
of their victory. But a new tariff bill was finally passed levying 
un increased duty on goods of foreign manufacture, though not 
satisfactory to the Whigs as a whole. 

296. — Dorr*s Rebellion.— During this administration, 
Rhode Island had trouble about adopting her new constitu- 
Tion. She had lived .since 1663, 180 years, under the charter 
granted by Charles II. ; but now wishing to revise her fun- 



282 



A SCHOOL HISTORY OF THE UNITED STATES. 




THE ADMINISTRATIONS PROM 1829 TO 1850. 283 

damental law, a difficulty arose as to the method of doing 
so. Under the old charter not all male citizens could vote ; 
the question was, therefore, who sha. vote for this new 
constitution ? So bitter was the strife that the state was on the 
verge of a civil war, and the general government was called upon 
to keep the peace. This is known as " Dorr's Rebellion." 

As Tyler's term draws to a close, the old political questions 
begin to disappear, and new ones to arise. 

297. — About Texas. — Mexico had separated from Spain 
in 182 1. Not long after this event many Americans found 
their way to Texas, then a part of Mexico. In 1835 Texas 
declared herself independent of Mexico, and by the decisive 
victory at San Jacinto the next year, the Texans drove the 
Mexicans from the state. This was accomplished by Amer- 
ican settlers under the leadership of General Sam Houston, 
who had migrated from Tennessee. He was the first Pres- 
ident of the Texas Republic. Soon after these victories, 
Texas applied for admission into the Union. For a few years 
nothing was done about it by the United States government, but 
as Tyler's term drew to a close it became a question before the 
American people. The northern people were strongly opposed 
to its admission, as it would largely increase the slave territory, 
and give the south increased political power in the nation. A 
war with Mexico was almost sure to follow as a result of its 
annexation. 

298. — The Oregon Country. — The country along the Pacific 
coast now known as Oregon, Washington, Idaho and British 
Columbia, was claimed by both Great Britain and the United 
States. The British claims extended as far south as the Columbia 
River, and those of the United States as far north as the parallel 
54 degrees, 40 minutes. America's claim would have excluded 
the British from the Pacific coast, as the Russian possessions 
extended south to 54 degrees and 40 minutes. 

British Claims. — As early as 1579 Sir Francis Drake had 
sailed along the Pacific coast ; nearly a centurj^ later Captain 
Ccx)k explored the same coast. The British Hudson Bay Fur 
Company had also established forts and trading posts throughout 



284 A SCHOOL HISTORY OF THE UNITED STATES. 

all the country. Upon these things the English based their 
claims. 

The claims of the United States were founded upon (i) discov- 
ery, (2) exploration, (3) settlement, (4) purchase, and (5) treaty. 
Captain Gray in 1792 entered the mouth of the Columbia 
River, giving it the name of his ship, the Columbia. The exist- 
ence of the river had been known before, but the Columbia was 
the first ship to plow its waters. The explorations of Lewis 
and Clark (1804-6) and the first settlement at Astoria, near the 
mouth of the Columbia, gave the United States a prior claim. 
By the Louisiana purchase we inherited the Spanish claims, but 
in addition to this, by the Florida purchase treaty (18 19-21), 
Spain assigned all her claims to the north Pacific coast to the 
United States. 

299.— Whitman's Ride.— From 181 8 to 1846 the Oregon 
country was, by agreement, held jointly by the United States and 
Great Britain; that is, the citizens of each nation had equal rights 
in all this neutral territory. Dr. Whitman was a missionary 
among the Indians, stationed on the Walla Walla River, a small 
tributary of the Columbia. He became convinced that it was 
the scheme of the British Hudson Bay Company to keep out 
American settlers and to push in people from the British 
possessions, and thus claim and hold the country by settlement. 
These British fur-traders had already occupied the country 
as a hunting and trapping ground, but this was not settling 
it. In October, 1842, Dr. Whitman, with one companion, 
started from Walla Walla on his long and perilous journey. 
Five months later he was in Washington City in con- 
sultation with Webster and President Tyler. He had jour- 
neyed over 3,000 miles, half the way over snow-covered moun- 
tains, across desert regions and half-frozen rivers, exposed 
to hostile Indians, starvation and cold. Before Dr. Whitman 
crossed the continent, Lord Ashburton and Daniel Webster had 
completed the Ashburton- Webster treaty. By this treaty the 
northern boundary of the United States from the northeast 
corner of Maine to the Rocky Mountains was settled. Parallel 



THE ADMINISTRATIONS FROM 1 829 TO 1850. 285 

49 degrees was established as the northern boundary of the United 
States from Lake of the Woods to the Rocky Mountains. 

Dr. Whitman had heard that the two governments were mak- 
ing an effort to settle the boundary line between British America 
and the United States, and he was fearful that the Oregon coun- 
try might be ceded to Britain ; hence his haste. Our government 
officers, and the people of the east generally, had but a faint idea 
of the true value of the country ; they supposed it to be made up 
largely of mountains and deserts. But by good fortune, the 
treaty said nothing about the boundary west of the Rocky 
Mountains. 

Dr. Whitman wanted to let the people of the east know that 
this great northwest region was worth saving to the Union. 
His next object was to push American settlers into the country 
and thus hold it by settlement. On his return during the 
summer of 1843, he accompanied a train of 200 emigrant 
wagons, with men, women and children, over the mountains 
into the valley of the Columbia. This emigrant train was the 
advance guard of a multitude that soon followed. By these 
migrations and other influences, the attention of the nation was 
so drawn to the Oregon country that its possession became an 
important issue in the political battle of 1844. 

300.— Polk's Administration, 1845=1849.— Henry Clay 
was the Whig candidate, pnd James K. Polk the Democratic 
candidate for President in the 1844-canvass. President Van 
Buren was rejected by the Democrats as their candidate for a 
second term because he was an anti-slavery man. The slavery 
question, though not yet in the political platform of either of the 
two great parties, was making itself felt. The " Liberty Party " 
nominated a candidate for President this year, but it cast but a 
few thousand votes ; its time had not yet come. The slavery 
question was dissolving the two leading parties, soon to re-crys- 
talize around the two oppo.sing ideas of s/avery and freedom. The 
principal issues of the campaign were the northwest boundary 
and the annexation of Texas. The Democratic party advocated 
the admission of Texas; but many of the northern people opposed 
this, as it would create more slave states. To overcome this 
opposition, the same party pushed our claims to all of the Oregon 
Country under the political war-cry of "Fifty-Four Forty, or Fight.'' 



286 A SCHOOL HISTORY OF THE UNITED STATES. 

Polk was elected President. Texas was admitted ; the Mex- 
ican war came as a result. The northwest boundary dispute was 
settled by treaty with England. Parallel 49° from the Lake 
of the Woods westward to the Rocky Mountains, had been the 
settled boundary by former treaty ; it was now carried west to 
the Pacific Ocean. 

301. — The Mexican War, — Texas claimed the Rio Grande, 
and Mexico, the Nueces River, as the boundary between the two 
countries. President Polk ordered General Zachary Taylor with 
a small army to take possession of this disputed belt of country 
between the rivers. This he did, and was soon notified by the 
Mexican authorities that he was occupying Mexican territory and 
must leave. On his refusal, a Mexican force crossed the Rio 
Grande for the purpose of driving the Americans from the dis- 
puted strip. This brought on the battles of Palo Alto and 
Resaca de la Palma. The Americans were victorious in both 
battles, driving the Mexicans across the Rio Grande in great dis- 
order. These battles were fought in May, 1846, before either 
nation had declared war. President Polk, on receipt of the news 
of the two battles, sent to Congress a message in which he said 
that " a state of war existed on the Rio Grande." Congress 
promptly voted men and money for carrying on the war (which 
was assumed to exist), without a formal declaration to that effect. 
General Winfield Scott, Commander-in-Chief of the United States 
army, and the Secretary of War immediately planned for the con- 
quest of Mexico. To General Kearney was given the task of 
conquering New Mexico and California ; General Taylor was to 
operate from the Rio Grande ; General Scott himself was to 
invade Mexico by way of the Gulf of Mexico and Vera Cruz. 
General Kearney soon got possession of Santa Fe, the capital of 
New Mexico, without opposition. He then started westward for 
the conquest of California, but before he reached Los Angeles, 
Colonel John C. Fremont, the great explorer, had gained, by the 
aid of the United States navy, full possession of that golden prize. 
All this was accomplished before the close of the year 1S46, but 
the work that was to make these immense territorial conquests 
l)erinancnt was in progress in other parts of Mexico. 



THE ADMINISTRATIONS FROM 1 829 TO 1850. 287 

302. — Mexico Invaded by Taylor. — General Taylor 
crossed the Rio Grande into Mexico, and after a four days' stub- 
born fight, he captured Monterey. He then moved south as far 
as Saltillo, but here he was compelled to halt, as General Scott 
had ordered a large part of Taylor's army to join his own at Vera 
Cruz. General Santa Anna, the Mexican commander, now 
thought he saw his opportunity to destroy the little army left with 
General Taylor. He moved with a force of over 20,000 men 
against Taylor's force of but 5,000 men, stationed at Buena Vista 
(Beautiful View). On the evening of the anniversary of Wash- 
ington's birthday (1847), Santa Anna demanded of "Old Rough 
and Ready," as Taylor was called, the surrender of his army; but 
the demand was refused. The next day was fought the famous 
battle of Buena Vista. Four Mexicans to one American, and yet 
the victory was with the smaller number. 

303. — General Scott in Mexico. — It was now necessary 
for vSanta Anna to hasten away to the south with his shattered 
army, in order to meet the army of General Scott, moving by the 
way of Vera Cruz. After a nine days' bombardment, the city of 
Vera Cruz surrendered to the Americans. At the mountain pass 
of Cerro Gordo, Scott won a brilliant victory. By this victory 
the road through the mountains to the healthful, beautiful table- 
land of Mexico was opened to the American army. Nothing of 
importance obstructed the march of the Americans until near the 
city of Mexico, where were fought several severe battles, all 
American victories. 

304. — Treaty of Peace and Territory Gained.— The 
middle of September, 1847, found General Scott and his army in 
possession of the city of Mexico. This practically ckxsed the war, 
though the treaty was not signed until February, 1848; the actual 
fighting had continued about a year and a half. 

It is somewhat remarkable that in every battle the Americans 
were victorious against larger numbers, sometimes very much 
larger. By the treaty that closed the war, the United States 
gained the Rio Grande as her southern boundary. New Mexico, 
Arizona, and all that great country between the Rocky Mountains 
and the Pacific Ocean northward to the parallel 42 degress (the 



Map No. 34. 




THE WAR IN MEXICO. 



THE ADMINISTRATIONS FROM 1 829 TO 1850. 289 

north line of California) became a part of the United States. The 
United States paid Mexico $15,000,000 for this territory', which 
was really gained by conquest; this, with the private debts 
assumed by the United States amounted to nearly $19,000,000. 

As the French and Indian War became the military training 
school for the Revolutionary conflict that followed, so now the 
war of 1846-7 gave opportunity for that practice in actual war 
necessary to carry on the tremendous conflict of 186 1-5. Most of 
the leading generals on both sides of the Civil War gained their 
experience in the Mexican War. The generals of the Mexican 
War were either dead, or too old to aid much on either side of the 
greater conflict; the lieutenants, captains, majors and colonels of 
the Mexican War became the leading officers of the Civil War. 
By the Mexican War the people of the south gained all that they 
desired, viz., more slave territory; but in gaining what seemed a 
great victory for slavery, influences were so set to work 
that the very institution of slavery itself was finally overthrown. 
Texas zvas the last slave state admitted into the Union. 

Exercise on Map of Mexico. 

Trace General Taylor's line of march, naming the battles and 
objects of interest. In like manner trace General Scott's route. 
Scott's battles near the city of Mexico were south and west of the 
city. Why? Name these battles. What volcano near the city 
of Mexico? Santa Anna met Taylor at Buena Vista on February 
23, 1847, and Scott at Cerro Gordo April 18, 1847. How far 
must the Mexicans move in order to do this ? How many days 
between the two battles? How far is Vera Cruz from the city of 
Mexico by Scott's route? How many miles from Vera Cruz to 
the nearest point on the Pacific Ocean by way of Mexico city ? 
Mexico claimed what river as her northern boundary ? [Read 
Cortes's Accoiint of the City of Mexico, No. 35, Old vSoutli 
Leaflets.] 

306. — Discovery of Gold in California. — During the 
same month that the treaty of peace was signed, gold was di.scov- 
ered in California. Workmen, while digging in a mill-race for 
Captain Sutter on a branch of the Sacramento River, saw glitter- 



290 A SCHOOL HISTORY OF THE UNITED STATES. 

ing particles of gold in the sand. Soon gold was found in other 
localities in the Sacramento valley. By the spring of 1849, 
thousands of fortune- seekers were on their way to this land of 
gold. They went by way of Cape Horn, across the Isthmus of 
Panama, and over the plains and mountains west of the Missouri 
River. With the Americans came also people from all parts of 
the world. 

306. — Taylor's Administration. — In the midst of the 
gold fever came the presidential election. General Zachary Tay- 
lor, the hero of Buena Vista, was elected President by the Whig 
party, and was inaugurated March 4, 1849. 

Before California could, by the usual methods, be organized 
by Congress into a territory, she had called a convention and 
adopted a constitution, and with this constitution was knocking 
at the door of Congress for admission as a state. This constitu- 
tion excluded slavery from the new state. There was no objec- 
tion to giving California statehood, but the south was determined 
that it should be a slave state. In order to gain slave territory 
our nation had been led into a war with a weaker neighbor ; but 
here was a magnificent free state as the outcome ! It was more 
than the slave power could endure. There were bitter discus- 
sions in Congress over the free state clause in the California con- 
stitution. Threats of secession were freely made by the south if 
California were admitted as a free state. 

307. — Compromise Act of 1850. — Henry Clay, the great 
pacifier, again came forward with a compromise measure. After 
several months' discussion of the bill, each part being discussed 
and voted upon separately, the Compromise Act 0/1850 became a 
law. The most important provisions of this act were as follows: 
I, California was admitted as a free state; 2, Utah and New 
Mexico were organized into territories with no mention of slavery; 
3, a payment by the national government of $10,000,000 to Texas 
in purchase of her claims to a part of New Mexico ; 4, the slave- 
trade in the District of Columbia was abolished ; 5, the " Fugitive- 
Slave Law " was passed. By this law, any slave fleeing from 
bondage could be arrested, even if found in a free state, and 
returned to his master. Because of the number of provisions in 



THE ADMINISTRATIONS FROM 1 829 To 1 850 291 

these compromise measures, the whole is known as the " Omnibus 
Bill." 

The Fugitive-Slave Law aroused great opposition in the free 
states. This law, though so bitterly denounced, was simply put- 
ting into legal form what the Constitution of the United States 
required. See Article IV., Secticm 2, Paragraph 3. 

The execution of the law in the northern states caused the 
anti-slavery sentiment to grow rapidly. 

While the "Omnibus Bill" was under discussion, but before 
it became a law. President Taylor died; he had held the presi- 
dential office a little longer than sixteen months. 

Millard Fillmore, the Vice-President, by the provisions of the 
Constitution, now became President of the United States. 

308. — Utah Territory as organized by the "Omnibus Bill" 
included most of the Great Interior Basin, a semi-desert region. 
Nevada and a part of Colorado were afterward carved from 
this territory. 

309. — Nevada came into the Union as early as 1864; its 
famous silver mines caused its rapid settlement. 

310. — Colorado because of her great mineral wealth, was 
rapidly peopled with hardy pioneers. She came into the Union 
in 1876. 

311. — Utah State. — The President's proclamation, the last 
act in the process of making Utah a state, was issued January 4th, 
1896. This state was settled bj' the Mormons as earl}- as 1847, while 
the country was j'et a part of Mexico. This people, in seeking an 
asylum from persecution, settled on the banks of a small stream, 
which they very appropriately called the Jordan River. The 
Great Salt Lake into which this river flows naturally suggests the 
Dead Sea of Palestine; this with the character of the surrounding 
country, makes the comparison complete. By a system of irri- 
gation, "The wilderness and the solitary place" was made 
" glad for them; and the desert " was made to " rejoice and blos- 
som as the rose." — [Is. 35; 1.] 



292 A SCHOOL HISTORY OF THE UNITED STATES. 



CHAPTER XXIII. 



I. GENERAI, PROGRESS OF THE NATION — 184O-1860, 20 YEARS. 



I I. ADMINISTRATIONS OF FILLMORE, PIERCE AND BUCHANAN — 
185O-1861, II YEARS. 



Historic Readings : — The Life of Abraham Lincoln. Ridpath's 
United States History, Chapters 58-60. Ellis's Epochs in History, 
Invention <tf the Telegraph. For General Reference — Pickard's Polit- 
ical Parlies. Anti-Slavery Agitations, 1832 and Afterwards: Wilson, Rist 
and Fall of the Slave Power in America, I. 165-88, 248-73 ; Von Hoist, 
Constitutional History, II. 80-7, 219-36; Arnold, Lincoln and Slavery, 38. 
Kansas-Nebraska Bill, 1854: Greeley, American Conflict, I. 225-35; Wil- 
son, Rise and Fall of the Slave Power in America, II. 378-405 ; Arnold, 
Lincoln and Slavery, 48-63 ; Bryant, United States, IV. 406-8 ; Lossing, 
United States, 519-21. The Kansas Struggle, 1854-61: Arnold, Lincoln 
and Slavery, 64-6, 98-100 ; Greeley, American Conflict, I. 235-51 ; Wilson, 
Rise and Fall of the Slave Power in America, II. 462-77, 496-507, 534-65 ; 
Bryant, United States, IV. 410-32. The Dred Scott Case, 1856: Wilson, 
Rise and Fall of the Slave Power in America, II. 523-33, 640-1 ; Greeley, 
American Conflict, I. 251-64- Arnold, Lincoln and Slavery, 101-3 ; Bryant, 
United States, IV. 347. 

Poems: — Whittier's "Ichabod,'^ and his "The Hunters of Men; ^' also, 
"Brozvn of Ossawatomie ; " Lowell's "To IV. L. Garrison " and his ^'Wen- 
dell Phillips:' 

Biography: — Fillmore, Pierce, Buchanan, Wendell Phillips, Seward, 
Morse. 

Fiction.— Mrs. Stowe's ''Uncle Tom's Cabin;" Eggleston's ''The 
Graysons. 



GENKRAI, PROGRESS OF THE NATION. 



293 



312. — Growth of Territory. — Five years after the close 
of the war with Mexico the United States bought of that countr>- 
the Mesilla valley, south of the Gila River, known as the Gads- 



V 



,*^ PMC^ 



1867 



Ok ^ 

en o 



TEXAS, 1845 



i9A 



SJ' 






EAST 

OF THE 
MiSSiSSI 



PPI 



'^^JAHP^ 



RIVER 



O^s^*03 



5^Ase 



RATIO OF THE AREAS OK THE UNITED STATES. 

den Purchase. The price paid was $10,000,000. From 1845 to 1853 
was an era of remarkable territorial growth of the United vStates. 
The accessions were as follows : (i) Texas in 1845, (2) the Ore- 
gon Country by treaty in 1846, (3) the Mexican- War cessions in 
1848, and (4) the Gadsden Purchase in 1853. Excluding Alaska, 



294 A SCHOOL HISTORY OF THE UNITED STATES. 

this is more than two-thirds of the territory of the United States, 
and is but little short of two-thirds of the total area of this country 
at the present time, including Alaska. The area of our country 
east of the Mississippi is nearly 900,000 square miles ; another 
state of the size of New Jersey would bring it nearly to that num- 
ber. Texas, the Mexican- War cessions and the Gadsden Pur- 
chase — all originally a part of Mexico — have an area somewhat in 
excess of 900,000 square miles. The Louisiana Purchase has an 
area also of a little more than 900.000. These three divisions do 
not include the Oregon Country, which has an area equal to the 
famous Northwest Territory. These four sections, having an area 
of 3,000,000 square miles, include all of the United States, 
exclusive of the Alaska Purchase. 

313. — Admission of States West of the Mississippi 
River. — From Louisiana Purchase: — Louisiana was admitted to 
the Union as early as 1 8 1 2 . The other states for a time followed 
more slowly. In 1821 Missouri was admitted after a three years' 
struggle over the slavery question. Arkansas entered the Union 
fifteen years later, in 1836. Iowa was admitted as a state in 
1846, Minnesota in 1858, Kansas in 1861, Nebraska in 1867, 
Colorado in 1876 (the "Centennial State"). North and South 
Dakota and Montana, were all admitted in 1889, and Wyoming 
in 1890. The Indian Territory and Oklahoma are the only parts 
of the Louisiana Purchase that do not now belong to the sister- 
hood of states. [See Historical monument.] 

From Causes and Results of the Mexican War: — Texas came 
into the Union in 1845, and following the Mexican War were 
California in 1850, Nevada in 1864, Utah in 1895. Arizona and 
New Mexico still remain as territories. From the Oregon cession 
we have Oregon in 1859, Washington in 1889, and Idaho in 1890. 
Exercise on Map of Territorial Growth. 

Name the thirteen original states. There are now sixteen 
occupying the same territory; name the other three. Why and 
when was each separated form the original state ? What was the 
boundary of the United States at the close of the revolution ? 
What states were carved out of the Northwest Territory ? What 



296 A SCHOOI. HISTORY OF THE UNITED STATES. 

state claimed Kentucky and whj' ? Tennessee and why ? Mis- 
sissippi, and why? Alabama and why? Why did Virginia, 
Connecticut, and Massachusetts claim a part of the Northwest 
Territory? What part did each claim? [See Chart, page 270.] 
Give an account of the lyouisiana Purchase. How many states 
in part or in full have been carved from the Louisiana Pur- 
chase? From whom, and when was Florida purchased ? How 
and when did Texas become a part of the Union ? How and 
when did the Oregon Country become a part of the Union ? To 
whom should we give great credit for saving this Oregon Country 
to the Union ? Why ? What was the result of the annexation of 
Texas ? What states and territories are included in the territory 
obtained from Mexico as a result of the Mexican War ? What 
was the Missouri Compromise line ? Trace it. How far west did 
it extend? [Seepages 109, 311 and 323.] What was the real 
"Mason and Dixon's line?" Was the Ohio River ever called 
"Mason and Dixon's line?" If so, why?" 

Exercises on Chart of Territory West of the Missis- 
sippi River. 

The dark background has reference to the country before it 
came into the possession of the United States. The unshaded 
parts represent the territorial relation, and the light shading, or 
lining, statehood. The width of the chart marks the period from 
1788 to 1900, 112 years. The different dates are indicated at the 
top of the chart and in the different belts. The -width of these 
zones indicates the relative area of the different states west of the 
Mississippi River. To illustrate the uses that may be made of 
the chart, we will trace Colorado. Tracing from the right toward 
the left, we find that Colorado has been a state since 1876; that 
it was organized as a territory in 1861; that it was created from 
territory taken from Utah, New Mexico, Kansas and Nebraska; 
that Utah and New Mexico were a part of the Mexican domin- 
ions; that we acquired the same by the treaty of 1848, as the 
result of the Mexican War; that Utah and New Mexico were 
organized as territories in 1850. (This was a partial result of the 
famous '"Compromise of 1850.") Returning to Kansas and 



Map No. 36. 




^^;il$M;I^^A S ^-^fisp^ ] 







*NOT A I'AUT or I.OI ISIANA IM l(( MASK. 2&7 

TERRITORIAL HISTORY OF THE UNMTKIl ST.\TES WI-.ST Ol" THE MISSISSIPI'I RIVER. 



298 A SCHOOI. HISTORY OF THE UNITED STATES. 

Nebraska, we find that they were both organized as territories in 
1854 (the result of the famous "Kansas-Nebraska Bill"); that 
these two states were once a part of the great Indian Territory 
(unorganized); that thej^ were once apart of the Missouri Territory; 
that this territory included all of the Louisiana Purchase except 
Louisiana; finally that Colorado includes a part both of the Lou- 
isiana Purchase and of the Mexican cessions. In like manner the 
territorial history of each state may be read, but with one caution 
— the name marked with a star (*) represents a state not a part of 
the Louisiana Purchase, which its position would naturally 
lead one to suppose. The territory of Michigan, and later of 
Wisconsin, for two years each, extended westward across the Mis- 
sissippi to the Missouri River. Does the chart show these facts ? 
How much of the country west of the Mississippi was in posses- 
sion of the United States in 1853 ? How much in 1800 ? What 
part was the first to come into the possession of the United 
States ? When ? Of whom ? To whom did this belong previous 
to 1800? To whom from 1800 to 1803? Had France claimed 
this country before ? If so when did she lose it ? On what had 
she based her claims? When did the Oregon country come into 
the possession of the United States ? Who had claimed it before ? 
Was the Nebraska Territory ever any part of the Oregon country ? 
Was Montana ? Wyoming was taken from what two territories ? 
(For a year or so Idaho included Montana and Wyoming, as 
shown on this chart.) How long did Spain hold possession of 
what is now the south-western part of the United States ? What 
is the meaning of the date 1521? Of 1821? Texas was once 
a part of what republic ? How long did she remain so ? How 
long was Texas an independent republic ? When did she enter 
the Union ? What is the meaning of the date 1848 ? Of 1845 ? 
Of 1850 ? Of 1853 ? What state has the greatest area ? Which 
is next in area ? The smallest in area ? Name the five largest 
.states in order of their size. 

These exercises may be indefinitely extended, but always 
with chart in view. 

314- — Inventions. — Tiie lotli ccntur}- is the l)looniing 
period of inventive genius. Not in all the ages was there such 



GENERAL PROGRESS OF THE NATION. 299 

material progress as in the passing century. The first half 
was a period largely of mechanical inventions. We have 
already noticed the appHcation of steam-power as used by 
steamboat and railway, the invention of the power loom, 
the spinning-jenny and the cotton-gin. But the second half 
of this century brings us to a new line of inventions, those 
clustering around the electric force. 

315. — Electric Telegraph. — Prof. Samuel F. B. Morse has 
the honor of this most wonderful and useful invention. In 1844 
the first telegraph line was built between Baltimore and Wash- 
ington, a distance of 40 miles. To aid in its construction. Congress 
had appropriated $30,000 under much opposition and ridicule. 
The telegraph proved a success; the wisdom of the scoffer was 
turned into the folly of a doubter. The first message sent over the 
line was dictated by a young lady as a special favor from Prof. 
Morse; it was a most appropriate one: ' ' What hath God WroJightf ' 

The Democratic convention that nominated James K. Polk for 
President was held at Baltimore in May, 1844. Several messages 
of a political nature were transmitted between the two cities. 
This was the first use of the telegraph for business purposes. 
Delegates returning from the convention as they stepped from the 
cars in Washington, were surprised to learn that the news of what 
they had done at Baltimore had outrun by telegraph the swift 
moving steam- car. 

316. — Ocean Cables. — A few years later, sub-marine tele- 
graph cables began to be used in different parts of the world. 
By the energy and wisdom of Cyrus W. Field, the Atlantic Cable 
was, soon after the close of the Civil War, successfully laid, thus 
connecting Europe and America. Over continents and under 
seas comes the news from all parts of the world. By means of 
the great printing presses of our day, this gathered news is dis- 
tributed to the multitudes in every corner of our great country. 
Thousands of active brains and skillful hands have contributed 
to the production of one issue of the daily newspaper. "All the 
news for two cents." 

317. — Telephone. — Sound-waves are made to produce elec- 
tric pulsations along a wire, and at the other end of the line, these 



300 A SCHOOL HISTORY OF THE UNITED STATES. 

electric pulsations in turn reproduce the original sound-waves. 
The instrument by which this is done is called the telephone. 
During our centennial year (1876) this wonderful invention was 
first made known to the world. The microphone is an instrument 
closely allied to the telephone. It is an instrument by which, 
with the aid of the telephone, sounds may be magnified. It is to 
the ear what the microscope is to the eye, 

318. — Phonograph is what the word implies, a method of 
writing by sound. The electric light, the dynamo and the electric mo- 
tor are all the results of applying the electro-motive force in such a 
way as to produce light or to drive machinery, as man may choose. 

319. — Edison. — Most of these inventions are of very recent 
date. Thomas A. Edison is probably the greatest inventive genius 
of this most inventive age. While he did not originate all of 
the electrical appliances, his name is associated with most of 
them, either as the original inventor, or in connection with some 
improvements. 

320 — Invention an Evolution. — The exact dates of 
most inventions cannot be given. An invention is an evolution 
of an idea. Some one expresses the germ thought in a 
mechanical contrivance, and is thus usually known as the 
inventor; but long investigation by others has preceded this, 
and many improvements follow. Compare Watt's first .steam- 
engine with the famous Corliss of the Centennial exposition, 
Fulton's first steamboat with the Cunarder that plows across the 
Atlantic, Stephenson's first invention with that thundering thing 
of beauty, the locomotive that now speeds across the American 
continent, McCormick's first reaper with the modern self-binding 
harvester. Before Watt, before Fulton, before Stephenson, before 
McCormick, before Morse, before Edison and Bell, there were 
the long study and preparation by others that made possible these 
successful men. 

321.— 'Modern Farming. — Men yet in the prime of life well 
remember when small grain was cut with the scythe or the 
"cradle," and bound by hand. The first invention that revolu- 
tionized the method of grain rai.sing was the McCormick reaper. 



GKNERAI. PROGRESS OP" THE NATION. 301 

In 1 83 1 Cyrus H. McCormick, a boy on an interior farm in Vir- 
ginia, built mostly with his own hands the first practical reaping 
machine. There are few inventions that have done so much to 
lighten labor, and that have been such a factor in the develop- 
ment of America as has the reaper. In 1878 Mr. McCormick 
was elected a member of the French Academy of Sciences for 
"having done more for the cause of agriculture than any other 
living man." By gradual development of the reaper the grain 
is now cut and bound by one machine. 

Large numbers of inventions and improvements have made 
farming much less a drudgery than fo''merly and more profitable 
and pleasant. In the near future, when the farmer shall have 
his daily mail delivered at his door, when he shall have communi- 
cation with the outside world by means of the telephone, when 
he shall have either an electric or a macadamized road over 
which to travel, the farm will no longer be a place of isolation, 

322. — Domestic Machinery. — The home was not 
forgotten by the inventor. The sewing-machine came about the 
time of the grain-reaper. While the people of the United vStates 
were disputing" about the admission of California as a free or a 
slave state, the spirit of invention was working out better things 
for the house-wife and the household. Fifty j-ears before, the 
spinning-jenny and the power-loom had lifted much from her 
shoulders, but still 

"Willi fingers weary and worti, 
With eyelids heavy and red, 

A woman sat ****** 
Plying her needle and thread." 

To Elias Howe is due the honor of making the first successful 
sewing-machine. Its steel-fingered companion, the knitting- 
machine, also appeared about the same time as the sewing- 
machine. Many other inventions of more or less value have come 
to drive drudgerj- from the home, but the sewing-machine stands 
as the most helpful among modern inventions. It also revolu- 
tionized shoemaking and kindred industries. 

In many American homes may be found persons who remember 
when there was no such thing as a steam-boat, 2i friction match. 



302 A SCHOOL HISTORY OF THE UNITED STATES. 

a railroad, a telegraph, a sewing-machine, a harvester, or a 
mower. Many other people yet in middle life remember the first 
electric Hght, the first electric street-car, and the first 
telephone. 

323. — Anaesthetics. — Stupefying drugs have been known 
for ages, but it was left to our own time to produce safe anaes- 
thetics to relieve the sufferings of tortured humanity. Ether had 
been known for centuries, but Dr. Morton, of Boston, was the first 
to bring it into notice as an anaesthetic in 1846. The next 
year chloroform was first used for the same purpose in Scotland. 
Other anaesthetics have since been added. Probably no branch 
of human knowledge has made more progress during the last 
half century than that of medicine and surgerj'. 

324. — Captain John Ericsson was born in Sweden in 1803. 
America is proud to honor him as her adopted son. He was the 
inventor of the screw propeller, which now drives all the great 
ocean steamers and warships of the world. Probably there is not 
an active side- wheeler in the American nav}' at this time. His 
greatest work was, perhaps, the invention of the Monitor. This 
was the little iron-clad vessel that successfully met the Confeder- 
ate iron-clad Merrbnac 2X Hampton Roads, March 9, 1862. This 
combat revolutionized modern naval warfare. Captain Ericsson 
died on the eve of the 27th anniversary of this battle, (March 8, 
1889). But we must stop here ; space will not permit us to notice 
the photographic art, the manufacture and usefulness of vulcanized 
rubber, and a multitude of other valuable productions of science, 
discovery and invention. 

325. — American Literature. — During the colonial period 
America had no literature of importance. The people of that age 
were too much occupied in other pursuits to give place and time 
to the production of pure literature ; they were conquering wild 
nature, struggling with tyrannical government, and formulating 
constitutional law. 

But with the New Republic came new literature. In the very 
year that brought peace at the close of the War for Independence 
— 1783 — Washington Irving, America's first and most delightful 
pros« writer, was born. James Fenimore Cooper, the first dis- 




-5^2^"^- 





HENRY W. LONGFELLOW 



904 A SCHOOL HISTORY OF THE UNITED STATES. 

tinguished American novelist, was born in 1789, the birth-year of 
our present government. William Cullen Bryant the first of that 
famous group of American poets, was born five years later. 
Following these came Ralph Waldo Emersoii, the essayist and 
poet ; Nathaniel Hawthorne, the novelist of exquisite taste and 
pleasing style ; then came the poets, John G. Whittier, Henry 
W. Longfellow , James Russell Lozvell, Oliver W. Holmes and 
others of scarcely less note. These last five famous writers were 
all born during the first decade of the present century. Whittier 
and Longfellow were poets of the heart and home ; Holmes 
of wit and humor, Edgar A. Foe, the poet of wild fancy, and 
James Russell Lowell, the cultured critic, essayist, poet and 
statesman, were both born during the next decade. The writings 
of all these authors are standard and classic. Their names are 
household words among the American people. The later American 
literature has expanded to such vast dimensions and the authors 
are so numerous that they cannot be even catalogued in this 
place. Time will finally select that part of our modern literature 
that is worthy of preserv^ation . 

326. — Historians of America. — William Prescott was born 
near the close of the last century. His works are standard on the 
Spaniards in America ; these are Th:e Conquest oj Mexico and The 
Conquest oJ Peru ; he also wrote a History of Philip //, oJ Spain. 
George Bancroft, born in 1800, is the author of an extended and 
standard History of the United States. Francis Farkman, 
though 23 years younger than Mr. Bancroft, may yet be classed 
among the earlier writers. His great works are on the French in 
America. The authority for many historical incidents given in 
this history are based upon the works of Parkman and Bancroft. 

Johrt Lothrop Motley was younger than either Parkman or 
Bancroft, but his was the delightful task of giving to the world 
a history of the heroic deeds of the Dutch in their struggle for 
liberty. His principal works are. The Rise of the Dutch Republic 
and a History of the United Netherlands. 

All the authors here given, both of literature and history, 
have " fallen asleep." Holmes and Parkman were the last to 
lay down the pen, they having out recently passed away. Most 



GKNEKAI, PROC.KKSS Ol' THIv NATION. 



305 




306 



A SCHOOL HISTORY OF THE UNITED STATES. 



of thciii lived to a ripe old age. Much of their literarj^ work wa? 
done before the Civil War. 

327. — The Growth of the Aiili=Slavery Sentiment.— 

{See Chart of Political Parties.) — In 1831 William Lloj'd Garrison 
issued the first number of "The Liberator," a weekly paper 
devoted to the destruction of slavery. In i86i, thirty years later, 
the first gun of a great war that was to put an end to slavery in 
the United States, was fired at Fort Sumter. Thirty years is e 
short period in the history of nations, or in the progress of moral 
and intellectual development; but in this matter, great results 




LONGFELLOW'S HOME. 



were accomplished in that time. Garrison and his followers 
were known as " Abolitionists." They claimed that slavery was 
a crime against humanity, that slave-holding was a sin, that 
our Constitution upheld slavery and it was, therefore, a compact 
with the powers of evil, that slavery should be destroyed. Union 
or no Union. Many of the people of the north were in sympathy 
with Garrison in his hostility to slavery, but unlike him, they 
believed it was the first duty to preserve the Union. They 
hoped that some way might be found by which slavery could be 
abolished, and we still remain a united people. The Abolitionists 



GENERAL PROGREvSS OF THE NATION. 



307 



were cruelly persecuted even in the free north. Garrison him- 
self was dragged through the streets of Boston with a rope around 
his bod}' ; he was, with much difficulty, rescued from the mob 
by officers of the law. Even our poet Whittier did not escape 
persecution. None but men of the strongest will and of the 
highe.st moral courage, had the hardihood to openly avow them- 
selves Abolitionists. Wendell Phillips by his eloquence, did 
... r-^-A^^ 







^^s^SSSii^LJSJ^SiitSj;'^^^ 



WHITTIER'S HOME. 



much toward creating an anti-slavery sentiment in the nation. 
"The National Anti-Slavery Society" was organized .shortly after 
the nullification act of South Carolina. A large number of societies 
auxiliary to this was soon after organized throughout the 
north. But with all these efforts, the Abolitionists, as such, 
seemed to grow in number very slowly, but the anti-slavery 
feeling made rapid progress. "In the fullness of time" came 
"Uncle Tom's Cabin' ' to re-inforce the army of freedom. In this 
story Mrs. Harriet Beecher Stowe pictures the bright and the 
dark side of slave life in the south. It is impossible to measure 
the influence of this book on the masses at the north. 



308 A SCHOOI. HISTORY OF THE UNITKl) STATKS. 

328.— "The Under=Grouud Railroad."— The determined 
effort of the south to extend slavery, and to strengthen it in the 
nation, had the effect to arouse a counter-influence in the north. 
The Fugitive-Slave Law was forced upon the north in order to 
fix more firmly the slave power in the nation. By this law, free- 
men of the north were forbidden to feed or shelter an>' person 
suspected of being a run-a-way slave. Slavery a few hundred 
miles away may not arouse much sympathy , but this law l)rought 
home to the consciences of these men the evils of slavery. Man>- 
thought it better to be loj'al to humanit}' rather than to obej- 
cruel laws. Many slaves were aided in their flight for freedom 
by the "Under- Ground Railroad." A .slave fleeing from bondage 
would be concealed and fed b}- a friend during the da>-, and at 
night would he carried a few miles further on his way, where 
again he would be cared for, and .so it would continue until he 
reached the Canada line, where even the power of the United 
States could not reach him. Many of the free states pa.s.sed what 
were known as "Personal-Liberty Laws." The.se laws were in 
opposition to the Fugitive-Slave Law, and were for the protection 
of the negroes of th6 north, and also for those citizens who .saw 
fit to aid negroes fleeing from slavery. 

Congress made rules refusing to receive any more anti-.slaver3' 
petitions. This is known as the "denial of theright of petition," 
and was in open violation of the first amendment to the Consti- 
tution. John Quincy Adams after holding the presidential office 
was .sent to Congress for several terms, and initil his death, as a 
Representative from Massachusetts. While in Congress he was 
the brave champion of the right of petition. Regardless of the 
rules of the House of Representatives he continued to present all 
the anti-slavery petitions sent him. Anti-slavery publications 
were excluded from the United States mails; this of course was 
an outrage upon a free people. 

The Anti-vSlavery vSociety became the 'Liberty Part}'" and 
nominated candidates for President in 1840 and in 1844. After 
the annexation of Texas, the Mexican war, and the passage of 
the Fugitive-Slave Law, the Anti-vSlaver}' party became more 
aggressive. The union of the Anti-Slaver}' Democrats with the 



GENKRAI< I'ROGRES.S OF THE NATION. 309 

Liberty party formed the "Free-Soil" party, under the rallying 
cry of "Free Soil, Free Speech, Free Labor, and Free Men". 
In the presidential canvass of 1848; Ex-President Van Buren was 
the candidate of the Free-Soilers. In 1852, John P. Hale was 
their candidate. In these four presidential elections, the Anti- 
Slavery candidates received but a few thousand votes each. In 
1856 the union of the anti-slavery Whigs and the Free-Soilers 
formed the Republican party with John C. Fremont, the "Path- 
finder," as their candidate. This was the first election in which 
the slavery question was made an i.ssue by either of the two lead- 
ing parties. 

329.— President Fillmore.— In July, 1850, President Tay- 
lor died, and Vice-President Millard Fillmore became President. 
Many of our statesmen hoped and believed that the slavery agi- 
tation was put to rest by the compromise measures known as the 
"Omnibus Bill," but, as we have seen, many northern people 
were l)itterty hostile to the Fugitive-Slave Law, while the south 
was persistent in its efforts to add more slave territory. A party 
of Jilibusters with Lopez as their leader invaded Cuba with the 
hope of bringing about its annexation to the United States. The 
expedition proved a failure. Lopez was captured and 
executed by the Spanish authorities. This occurred while 
Fillmore was President. Later, during a part of the next two 
administrations, William Walker made different attempts in 
Nicaragua, with the hope of making the Central American states 
a part of the United States, and thus increase the slave territory. 
But Walker was finally captured and shot. 

330. — Franklin Pierce as President. — In 1852 the Whigs 
nominated General Winfield Scott, the hero of two wars, for 
President. Franklin Pierce was the Democratic candidate. 
John P. Hale, the Free-Soil candidate received no electoral votes. 
Scott was "snowed under." So decisive was his defeat that the 
Whig party passed out of existence. Scott being its last candidate 
for President. 

The Democratic party had become the out-spoken pro-slavery 
party, while the Whigs were neutral on the question. The anti- 
slavery element of the nation had not yet come together. Daniel 



310 



A SCHOOL HISTORY OF THE UNITED STATES. 




GBNKRAL PROGRESS OF THE NATION. 311 

Webster the great Whig leader, had been a candidate before the 
convention that nominated General Scott, but before the election 
in November, 'he died at his home in Marshfield, Massachusetts. 
Henry Clay, the other great Whig leader, died in June of the 
same year, (1852). John C. Calhoun, the Democratic leader, 
had died two years previous, (1850), but his doctrine of secession 
was growing, and about to bear bitter fruit in a bloody war. 

831.— The Kansas=Nebraska Bill.— In 1854 Stephen A. 
Douglas, Senator from Illinois, brought in a bill organizing the 
territories of Kansas and Nebraska This is the famous and 
fateful Kansas- Nebraska Bill. By its provisions the people ot 
each territory were to decide for themselves as to freedom or 
slaver}' in their midst. As both of these territories lay north of 
latitude 36 degrees and 30 minutes, this bill practically repealed 
the Missouri Compromise, which excluded slavery in the territory 
north of that parallel of latitude. The plan of Douglas was known 
as ' 'Squatter Sovereignty.' ' It was shifting the question of slavery 
from Congress to the "squatter," or settlers of the new country. 
This bill became a law in 1854. All opposed to the further 
extension of slavery now acted together for the first time with 
the common purpose of keeping slavery out of the territories. 
They were at first called "Anti-Nebraska Men," but soon they 
were organized under the new Republican party. The new 
party claimed no right to interfere with slavery already within 
the states, but did claim that all common territory of the nation 
was free; that slavery could exist only when laws were passed 
for its protection. 

332. — Kansas Troubles. — By the Kansas-Nebraska Bill the 
people of the territory were to decide the question of slavery or 
no slavery. The only way open, therefore, was to push free-soil 
voters as settlers into the new territories. It would seem that 
the south had the advantage in the case of Kansas, as the 
slave state of Missouri lay directly in the line of westward 
migration. But the people of the north were alive to the 
importance of the occasion. Emigration societies were organized 
for the purpose of aiding free-state men to move to Kansas, and 
thus vote out slavery. Could Kansas be made a free state, the 



312 A SCUOOl, HISTORY OK THE UNITED STATES. 

territories to the north and west of it would be shielded against 
the further extension of slavery in that direction ; hence the 
struggle over this state. Through the energ)' of the north the 
free-state men soon outnumbered the pro-slavery settlers. To 
meet this diflEiculty, pro-slavery men were sent to Kansas from 
Missouri, not as permanent settlers, but merely to remain long 
enough to vote, and then return to their homes in Missouri. 
These temporarj^ settlers were known in the north as "Border 
Ruffians." 

A state of war existed in Kansas for several 5'ears. The free- 
soilers were at a disadvantage, as both Presidents Pierce and 
Buchanan favored the pro-slavery party in Kansas. The free- 
soil settlers had to fight both "Border Ruffians" and the adminis- 
tration at Washington. Pierce was from New Hampshire and 
Buchanan from Pennsylvania, both free states, but these 
Presidents did all in their power to aid the south. 

333.— James Buchanan President. — In the midst of the 
Kansas troubles came another election for president. John C. 
Fremont, who had so brilliantly won the state of California, was 
the candidate for the new Republican party. James Buchanan 
who had been the United States Minister to England, was the 
Democratic nominee. The American party, commonly known 
as the "Know-nothing" party, nominated Ex-President Fillmore. 
The immigration of so many foreigners alarmed many native 
Americans, and to counteract the political influence of this large 
foreign element, a secret political societ}' was organized, known 
as the American party. In the election of 1856, Fillmore received 
eight electoral votes. Buchanan was elected, though Fremont 
received a large vote, so large as to startle the south. 

No peace came to "Bleeding Kansas" through this election. 

334.— The Dred Scolt Decision.— Dred Scott was the 
slave of an army surgeon whose home was in Missouri. His 
master took him to Illinois, a free state, where he lived for 
several years. F'rom Illinois Dred went with his master to 
Minnesota Territory, where, by the Missouri Compromise slavery 
was prohibited. In due time the surgeon returned to his home in 
Missouri with Dred still as his servant. Was Dred Scott a slave 



GBNBRAL PROGRESS OF THE NATION. 313 

after having been taken bj^ his master into a free state ? He 
claimed that he was not, and appealed to the courts for his 
freedom. This was the question that the Supreme Court of the 
United States was finally called upon to decide. A slave's flee- 
ing to a free state did not liberate him from bondage; the 
Fugitive-Slave Law and the Constitution both denied him his free- 
dom. If a slaveholder could take his slaves to a free state and still 
hold them in bondage, would it then be a free state ? The Dred 
Scott case finally reached a decision in the Supreme Court in 1857. 
That decision was to the effect (i) that the Missouri Compromise 
was unconstitutional and therefore of no effect; (2) that Dred Scott 
was not a "citizen" in the meaning of the Constitution and could 
not therefore bring a suit at law; (3) that slaveholders could go 
from one state to another and take their property, which included 
their slaves. The effect of this decision was to open the whole 
nation to slavery. A decision of the Supreme Court has the efTect 
of law until overruled by another decision, or by act of Congress. 

The Kansas Frauds. — In due time Kansas applied for admis- 
sion into the Union. A convention elected b}^ the most outrag- 
eous frauds met at Lecompton and formed a pro-slavery constitu- 
tion and asked Congress to admit Kansas as a slave state. The 
President and the southern Democrats were in favor of admitting 
the state under the Lecompton Constitution, thus sealing the 
fraud by their approval. 

This was too much for many of the northern Democrats; 
under the leadership of Senator Douglas, they manfully stood up 
for honest dealing. Even Senator Crittenden of Kentucky, a 
slave state, fought admission under the Lecompton Constitution. 
Kansas failed at that time to enter the Union either as a slave or 
a free state. It was not until after the beginning of the Civil 
War in 1861, that she finally entered the Union as a free state. 

335.— The Political Contest of I860.— In 1858 Douglas 
and Lincoln from Illinois were the candidates for United States 
Senator, These two great men held joint-debates in different 
parts of the state. These debates with the "Little Giant", as 
Douglas was called, gave Mr. Lincoln a national reputation and 
led to his nomination for President two years later. 



314 A SCHOOL HISTORY OF THE UNITED STATES. 

In i860 there were four Presidential candidates, Abraham 
Lincoln for the Republicans, Stephen A. Douglas for the north- 
ern wing of the Democratic party, John C. Breckenridge for the 
southern wing, and John Bell for the "Constitutional Union" 
party. The last had no platform except a plea for the Union. 
The Republican platform claimed that freedom was the natural 
condition of man, that slavery could exist onl}^ under special 
protection, hence the territories of the United States were free 
until made slave by special law. The Breckenridge Democrats 
claimed that the slaveholders had equal rights with all other 
citizens of the Union to settle with their property, including 
slaves, in any territory. A sovereign state only could exclude 
slave r}-. 

The Douglas Democrats stood logically between these two 
extremes by holding that the people of the territory should deter- 
mine the question as to slavery or freedom. But they placed 
themselves with the Breckenridge Democrats by pledging 
obedience to the decision of the Supreme Court on Constitutional 
questions. The Dred Scott Decision had made all territor}- open 
to slavery in harmony with the southern wing of the Democratic 
party. The Democrats being divided, Mr. Lincoln was elected 
President. 

336. — Synopsis of Events from Washington to 
Lincoln. — 

First Session of the First Congress; - - March 4, 1789 
Washington inaugurated President; - - April 30, 1789 

Cotton-gin invented by Eli Whitney; - - - 1793 

Waj^ne defeats the Indians; - . . . 1793 

The Whiskey Rebellion; 1794 

Trouble with the English; .... 1794 

Jay's Treaty with the English; - - - - 179^ 

Alien and Sedition laws pas.sed; - - - 1798 

Trouble with France; - - - - - 1798 

Death of Washington; . . . . December 14, 1799 

Capital removed to the City of Washington; 1800 

War with Tripoli; ------ 1 801- 1805 

Louisiana Purchase; - 1803 



GENERAL PROGRESS OF THE NATION. 315 

The Lewis and Clarke Expedition; - 
Aaron Burr's Conspiracy; ----- 
Foreign-Slave Trade abolished; - - - 

Fulton's First Steamboat ascends the Hudson; 

The Embargo Act; 

First Steamboat descends the Ohio and Mississippi Rivers; 
Trouble with England — Little Belt and President; 

Battle of Tippecanoe; 

War between the United States and England; - i8i 

Hull's surrender of Detroit; - - - - 

"Old Ironsides's" first victory; 

Perry's Victory on Lake Erie; - - September lo, 

Battle of Chippewa; July 5, 

Battle of Lundy's Lane; . - . - July 25, 

The City of Washington burned by the British; August, 
Macdonough's Victory on Lake Champlain; September, 
Defeat of the British at Baltimore; - 

Treaty of Peace signed at Ghent December 24, Christmas Eve; 
Battle of New Orleans; - - - - January 8, 

War with Algiers; --...- 

Second United States Bank chartered; 

First Seminole War; - - - - - - 18 17- 

First Steamboat on Lake Erie, "Walk-in-the- Water"; 
First Steamboat crossed the Atlantic Ocean; 
vSpain cedes Florida to the United States; 

Missouri Compromise; 

Mexico gains her independence of Spain and becomes a 
republic; ------- 

Erie Canal opened; ------ 

Death of John Adams and Thomas Jeflferson; July 4, 

First modern railwaj' open for use; 

Nullification in South Carolina; - - . . 

Deposits removed from the United States Bank; 

Texas declares her independence of Mexico; 

The Ashburton- Webster Treaty signed; 

Dr. Whitman's famous ride from Oregon; 

First Telegraph from Washington to Baltimore; - 



316 A SCHOOL HISTORY OF THE UNITED STATES. 

Mexican War begins; 1846 

Battles of Palo Alto, Monterey, etc. ; - - - 1846 

Oregon Treaty with England signed; - - 1846 

New Mexico and California seized by the United States; 1846 

Battle of Buena Vista; - - - - February 23, 1847 

Vera Cruz taken by Scott; - . - - March 27, 1847 

Battle of Cerro Gordo; ----- April 18, 1847 
Battles near the city of Mexico: Contreras, Churubusco, 

Molino del Rey, and Chapultepec; Aug. 20 to Sept. 14, 1847 

Treaty of Peace with Mexico; - - - February, 1848 

Gold discovered in California; - - - 1848 

California Compromise, "The Omnibus Bill"; - 1850 
Republican Party organized; - - - - 1854- 1856 

Kansas-Nebraska Bill passed; - - - - 1854 
The Dred vScott Decision by the Supreme Court of the 

United States; - - - • - - 1857 

John Brown's Raid in Virginia; - = - 1859 



THE 

THIRD EPOCH=124 YEARS, 
1789-19H. 



UNDER THE CONSTITUTION 
PART II. 1861-1Q13 



I. The Civil. War. 

II. Constitutional Changes. 

III. Reconstruction. 

IV. General Progress ok the Nation. 



317 



318 



A SCHOOL HISTORY OF THE UNITED STA'J I S. 




ST. gauden's heroic statue of Lincoln, mncoi.n park, Chicago 



THE Civil, WAR. 319 



CHAPTER XXIV. 



Lincoln's administration: the civil war — its causes- 



Parali^el Readings. 

Arnold, Lincoln and Slavery, 140-201; Wilsou, Rise and Fall of the 
Slave Power in America, II. 689-704; III. 1-2 10; Greeley, American Con- 
flict I. 299-497. 

General Readings: Ridpath's History of the United States, Chap. 
LXII. Read Cheney's Young hoiks' History of the Civil War, Chap. IV. 
and V. Also, Coffin's Drumbeat of the Nation, Chap. I. and II. 

The Life of Abraham Lincoln (continued). Read Henry Ward Beech- 
er's Exeter Hall (London) Speech, found in Abbott and Halliday's Life of 
Beecher, pp. 523 et seq. 

For class supplementary readings: Hale's The Alan Without a Country. 

Fiction:— Trowbridge's Cudjo's Cave. 



337. — Abraham Lincoln wa.s inaugurated President March 
4, 1861; but long before that time, South Carolina, Georgia, and 
all the Gulf .states had seceded from the Union. As early as 
December, i860. South Carolina had passed an ordinance of seces- 
sion. In February, 1861, delegates from the seven seceded states 
had met at Montgomery, Alabama, and organized a government 
called "The Confederate States of America," with Jefferson Davis 
as President. During the winter between the election of Mr. 
Lincoln and his inauguration, efforts had been made to patch up 
a compromise hoping thus to save the Union; but all attempts 
failed. 

Mr. Lincoln thus came into power under an overshadowing 
war-cloud, and in the mid.st of a dis.solving Union. President 
Lincoln abhorred war, and was a man of the most kindly nature. 



320 A SCHOOL HISTORY OF THE UNITED STATES. 

and of deepest sympathy for suffering humanity. But, fortunately 
for the Nation, with this gentleness were combined a well-balanced 
judgment, and a most uncompromising firmness for the right. 

338.— The Civil Wan— The Causes.— The causes of the 
Civil War may be classified as follows: 

I. Remote Causes, 

II. Secondary Causes, 

III. Positive Causes, and 

IV. Immediate Causes. 

(I.) Under the remote causes may be classed all those influ- 
ences which led the people of the North and South farther and 
farther apart. This separating tendency grew out of the differ- 
ence (i) in the character of the early settlers, (2) in the nature of 
the climate, soil and productions, and (3) in the conditions in 
regard to slave labor. 

(II.) Under the secondary causes come all those irritating 
events and discussions growing out of the question of the extension 
of slavery in the Nation. These were, (i) the admission of 
Missouri as a slave state, (2) the admission of Texas resulting in 
the Mexican War, (3) the Compromise of 1850, (4) the Kansas- 
Nebraska Bill, which includes the repeal of the Missouri Com- 
promise, (5) the Dred Scott decision, (6) the Kansas troubles, 
(7) the Sumner outrage, (8) the John Brown raid, and (9) the elec- 
tion of a Republican administration with Mr. Lincoln as President. 

(III.) Under all these causes lay the positive catise slavery, in 
the absence of which there would have been no Civil War. 
Associated with this great primal cause, was the theory of state 
sovereignty and nullification. 

(IV.) The immediate causes were, (i) the attempted secession 
of most of the slave holding states, and the organizing of the 
Southern Confederacy, (2) the seizing of the United States' forts 
and arsenals in the south, and (3) the attack on Fort Sumter. 

339. — Remote Causes. — Some Reasons for the Differences 
betiveen the People of the North and the South. — The southern 
people were entangled in a social system that had grown up 
among them, and had its roots reaching far back into their 
history. 



THK Civil, WAR. 



321 



New England was settled by the Puritans, Pennsylvania by 
the Quakers, Maryland by the Roman Catholics, Virginia by the 
Cavaliers. 

The North, from the nature of the climate and soil combined, 
together with the sturdy character of the people, was occupied by 
small farmers and manufacturers. 

The people of the South brought with them from England 
the idea of large estates, and the climate and soil aided to per- 
petuate this ideal. The one section became a manufacturing 
community in which cities and schools multiplied. The other 
became agricultural with few cities, and fewer educational advant- 
ages except to the wealthy. 




HARRIET BEECHEK STOWE. 



The Beginnmg 0/ Slavery hi America. — In 1619 a Dutch 
trading vessel brought some negroes to Jamestown, whom they 
sold to the settlers for slaves. Thus but twelve years after the 
first settlement, slavery was planted in America. Here was sown 
the germ of discord which brought forth bitter fruit. It is 
interesting to note that near Jamestown, the seed-bed of slavery, 
were fought some of the most desperate battles in its support. 



322 A SCHOOL HISTORY OF THE UNITED STATES. 

In contrast we remember that in the North, Harvard College 
was founded but seventeen years after the settlement at Ply- 
mouth. These are plantings of two very different institutions — 
slavery and schools; each bore its harvest. Slavery spread 
through most of the colonies, but slave labor was unprofitable 
in the North, and gradually died out in that section. 

Conditions Favorable to Slave Labor. — The climate, soil, and 
products of the South made large plantations and slave labor 
more profitable than in other parts of the country. The invention 
of the cotton-gin made slave labor still more profitable. 

340. — Secondary Causes. — Balance of Pozver in the Seyiate. 
— From 1803 until the close of the Civil War, the question of 
the extension of slavery in the Union became a subject of strife. 
Each section sought to obtain the balance of power in the Senate. 
As the free states claimed no right to interfere with slavery already 
existing in a state, the conflict was necessarily over the admission 
of new states and the growth of territor)\ 

The Missouri Compromise. — At the close of the Revolutionary 
War, the Mississippi River was the western boundary of the 
United States, but Spain held the mouth of this river. Slavery 
had been excluded from the North West Territory, but permitted 
south of the Ohio River. In 1803 came the Louisiana Purchase. 
In 1 81 2 Louisiana, a part of this purchase, entered the Union as 
a slave state. When in 18 19 Missouri applied for admission into 
the Union as a slave state, the anti-slavery people objected. 
The difficulty was settled by the "Missouri Compromise." By 
this bill Missouri was admitted as a slave state, but slavery was 
to be forever excluded from the territory north of 36° 30', the 
southern line of Missouri. 

Admission of Texas and the Mexican War. — In 1845 Texas, 
having previously gained its independence of Mexico, applied 
for admission to the Union. The North opposed this, the South 
favored it. Texas was admitted, and in consequence came the 
Mexican War. As a result of this war, the United States 
acquired all that large territory west of the Rocky Mountains 
and south of Oregon. When in 1850 California applied for 
admission as a free state, the old slavery question again appeared. 



THE CIVIL WAR. 323 

In 1854 the bill organizing Kansas and Nebraska into territories, 
and permitting the slaveholder to take his slaves there, became 
a law. 

By the Ore d Scott Decision the "Missouri Compromise" was 
declared unconstitutional; slaves could now be held in any 
territory and slave owners could take their slaves into any 
state in the Union without losing their right of property in 
such persons. 

Kayisas Troubles. — By the Kansas- Nebraska bill these terri. 
tories were open to slavery if the inhabitants should so decide. 
Free-Soil men from the North flocked to settle Kansas and thus 
vote out slavery. The South also sent its representatives and war 
raged between the Free-Soil and Pro-Slavery settlers. The Kansas 
struggle was but the picket firing of the greater national contest. 

The Sumner Outrage. — In 1856, Charles Sumner, of Massa- 
chusetts, made a two-days' speech in the Senate on what he 
called the "Crime against Kansas." This great effort so aroused 
the anger of the Pro-Slavery members and the South in general, 
that two days after the speech, as Mr. Sumner was quietly 
writing at his desk in the Senate chamber, he was attacked by 
Preston S. Brooks, a member of the House from South Carolina. 
The attack was so sudden that, before Mr. Sumner could rise 
from his desk and before his friends could come to his rescue, 
he became unconscious from the heavy blows upon his head, 
inflicted by the cane in the hands of Mr. Brooks. 

The effect of this assault was to intensify the bitterness already 
existing between the North and the South. 

John Brown, one of the Kansas Anti-Slavery settlers, conceived 
the idea of immediate freedom of the slaves, and gathering a 
small company of both black and white men, attacked the United 
States arsenal at Harper's Ferry. Most of his associates were 
killed or imprisoned, and he was captured, tried and hung by the 
authority of the state of Virginia. John Brown's act was 
generally condemned by the people of the North as well as of 
the South. "John Brown's body lies mouldering in the grave, 
but his soul goes marching on," afterward became a war-song of 
the Union soldiers. 



324 



A SCHOOU HISTORY OK THE X'NITED STATES. 
Xo. 37. 







^ THECIVILWAR <^ 






Orcqon fcsision 
Ulisccitsiti )84g f% 

lOlua 1846 

UUchiqatt (857 
nioinc tfiso 



mexican Cession^ 

lg49 - t85J 



TexOS (845 

floriiJo «845 

flrkonsfls (g.te 

nii55ouri <g8i 



isHlissouri fnmpromist-so 



Illinois 

tndtatta 

Ohi0 



ISIS 

1SI6 

1803 



fl 



Qlabama isis 

iniS5i5St}T))i(8»7 

louisiauaisie 



jlmimm fuvifaxsjt - f gos- 



7 




lfenBotit'1791 ConncdifuV 
HfiD Jersey I'cunsijliiania 
RhoifclsfatnJ Ucwtjork 



Tennessee- 17£)6 UlanilattiJ 
KertVue^./79a ttartit Caroline 
Tielaiuarc SouVlt Corolina 
Georgia Virginia 



THK CIV'lL WAR. 325 

Exercise on the Historical Monument. 

The "Monument" is arranged with special reference to the 
slavery question. It will be seen (i) that the slave and the free 
state columns were kept, at all times, of nearly the same height; 
(2) that the Compromise measures of 1820 and 1850 are the "bind- 
ers" that hold together these two columns; (3) that Texas was the 
last slave state to be admitted into the Union; (4) that the Fugi- 
tive-Slave Law was given in exchange for free-California; (5) that 
at the beginning of the Civil War, the North had the advantage 
of three free states. The people of the South had hoped to bal- 
ance these three free states by new slave states to be carved out 
of the territories. But when they failed to get Kansas, this hope 
vanished. The victory of the Republican party in i860, and the 
election of Mr. Lincoln as President made it clear that the last 
slave state had been admitted to the Union. Slavery having found 
its limits in the Union, an attempt was made to extend it by leav- 
ing the Union. The effort to overthrow what had been so care- 
fully constructed, brought on the Civil War. But the result of this 
war was to place a "binder" more firm and lasting than those of 
1820 and 1850. Henceforth there is but one column of states- 

Republican Party. — There had always been an Anti-Slavery 
element in both the Whig and Democratic parties, but the Repub- 
lican party was the first to declare openly against the extension 
of slavery. The Democratic party became the Pro-Slavery party. 
When in i860 Abraham Lincoln was elected President, the South 
was ripe for secession. By the long struggle outlined in the 
preceding pages, the South had become so frenzied in its opposi- 
tion to the sentiments af the North, and the infringement upon 
what it considered its rights, that it was ready to follow its most 
extreme leaders, and the result was secession and 7var. 

Positive Causes. 
341. — About the Constitution. — Our Constitution is a 
compromise between two conflicting principles of government. 
Many believed, with Alexander Hamilton, that a strong central 



326 A SCHOOL HISTORY OF THE UNITED STATES. 

government would be the better and safer; they would leave to 
the individual states but little power. Others, with Patrick 
Henry, were bitterly opposed to this, and would give most of the 
powers of government to the several states, leaving only limited, 
delegated powers to the national government. Neither extreme 
was satisfied with the Constitution as adopted. Neither was 
probabl}' right, as it has proven a most happy compromise be- 
tween the two extremes. Ever since the adoption of the Con- 
stitution there have been two classes corresponding to those two 
ideas. The doctrine of nullification and of secession was an out- 
growth of the extreme state-rights theory. The idea of nullifica- 
tion and of secession was not, however, confined to the South. 
It became a more fixed political creed in that section through the 
teachings of John C. Calhoun, of South Carolina. The doctrine 
of secession might have remained a mere theory of government, 
had not the great question of slavery brought it into prominence. 
The Constitution compromised also on the subject of slavery. 
The framers of the Constitution believed that American slavery 
in a few decades would die a natural death. But, as we have 
seen, the conditions for slave-labor were so favorable in the South 
that there grew up in that region a most intense feeling against 
all thought of the emancipation of the negro. 

Immediate Causes. 

342. — Fori Sumter. — (See map No. ii, page 115.) The 
new power in the South promptly took measures to get possession 
of the forts, arsenals, navy-yards and other property of the United 
State within the borders of the Confederacy. In this she was 
mainly successful, but Fort Sumter, controlling the harbor of 
Charleston, South Carolina, did not surrender. Major Robert 
Anderson, of Kentucky, commanded at this place. Charleston 
became the center of interest to the whole Nation. Finally South 
Carolina demanded the surrender of Fort Sumter. President 
Buchanan refused. After due preparation the Confederate 
authorities ordered the attack on the fort. 

In the meantime Mr. Lincoln had been inaugurated President. 
The boom of the cannon at Fort Sumter startled the North. All 



i'HE CIVIL WAR. 327 

sections were aroused to immediate action. In (juick succession 
all the other slaveholding states, except Delaware, Maryland, 
Kentucky, and Missouri, joined the Confederacy. These states, 
with West Virginia, remained loyal to the Union, though many 
individuals within their borders joined the Confederate army. 

Thus commenced the Civil War, a war of desperate fighting 
and terrible suffering. In ordinary wars, battles cease and peace 
follows when one nation finds itself unable to resist the other; but 
in the Civil War it was a life and death struggle. Were the 
South successful in leaving the Union, other sections would 
claim the same right to secede. As a result, a few years "would 
find what is now a proud nation, separated into numerous, inde- 
pendent states. Europe and South America would thus be 
repeated. Commercial strife and standing armies jealously 
watching each other would be the result. If the Nation survive, 
the Confederacy must die; if the Confederacj^ live, the Nation 
would perish. The Confederacy died, and with it slavery, for 
which it fought. 



S28 A SCHOOL HISTORY OK THE UNITED STATES. 



CHAPTER XXV. 



THE CIVIL war: events OF 1861. 



Parallel Readings. 



General Readings for 1 86 1 : — First Bull Run Battle. — The material 
for collateral- reading on the Civil War is very abundant; there is danger of 
confusing the mind of the student with too many details. The few topics 
for suggested readings given under the different chapters of the Civil War 
may be found in The Battles and Leaders of the Civil War. The same 
articles are also found in the Century Magazine, Vols. 29-35, inclusive. The 
numerous and excellent illustrations in these works will aid much in giving 
a vividness to the incidents of the war, even though there may be but little 
actual reading done. The same subjects are also found in Coffin's books, 
The Boys of '61, Drumbeat of the Nation, Redeeming the Republic, and 
Marching to Victory. 

The following generals have given their personal recollections of the 
Civil War: Union— U. S. Grant, W. T. Sherman, Geo. B. McClellan, P. H. 
vSheridan; Confederate— J. E. Johnston and James Longstreet. 



343. — How the Army was Organized. — As we are to 

study a great war, it is well to know something of the organiza- 
tion of the arm)^ the terms used, and the difficulties to be over- 
come. The company is the smallest organized unit of the army. 
A Captain and two Lieutenants are the commissioned officers of 
the company. Ten or twelve companies form a regiment. A 
Colonel, a Lieutenant-Colonel, and a Major constitute the officers 
of a regiment. The regiment is a kind of family. To be away 
from the regiment meant to the soldier to be absent from home. 
From three to five regiments were placed in a brigade, with either 
a Brigadier- General or a Colonel commanding. From two to four 



THE Civile WAR. 329 

brigades constituted a division, commanded either by a Major- 
General or a senior Brigadier-General. Usually three divisions 
formed a corps, commanded by a Major- General. 

The army was not divided into corps at the beginning of the 
war, but as it grew in number it became necessary in order to 
skillfully handle so large a body of men. 
Divisions of the Army. — 



Army 


Commander, 


Senior Major- General, 


Corps 




Major- General. 


Division 




Junior Major- General, 


Brigade 




Brigadier General 


Regiment 




Colonel. 


Company 




Captain. 



Needs of an Army. — An army must be fed, clothed, and shel- 
tered as far as possible. It must have arms and ammunition. 
Its sick and wounded must be cared for. At the head of each 
department, corresponding to these needs, is an officer, whose 
duty it is to see that the men of his command are supplied with 
what is necessary in his department. The Quartermaster and 
the Commissary supply the bodily needs of the men; the Ordin- 
ance officer, the arms and ammunition; and the Medical depart- 
ment cares for the sick and the wounded. The heads of these 
departments compose a part of the staff of the commanding 
officer. 

The staff are the assistants of the commanding officer. Each 
has his special duties to perform- Each is held responsible for 
the successful execution of his specific duty. 

344. — Difficulties in Supplying an Army. — A Union or 
a Confederate army rarely numbered less than forty thousand 
men. The army of the Potomac several times exceeded one 
hundred thousand men. It is a very difficult task to supply and 
manipulate so large a number of men, and at the same time to 
move against an eneni}- ever ready to defeat and destroy. Not 
only the men, but a great number of animals, must be cared for. 
It would take at least four thousand six-horse teams to supply an 
army of one hundred thousand men if only a short distance from 
its "ba.se." Besides these, the horses of the officers, artillery, 



330 A SCHOOL HISTORY OF THE UNITED STATES. 

and cavalry, and a long train of ambulances for the sick and 
wounded, must be included. These facts must be kept in mind 
if we would fully realize the difficulty in handling a large army. 
In order to be supplied, such vast bodies of men must move along 
navigable rivers or along railroads. The ordinary wagon train 
can supply an army but a few miles from its base of supplies. A 
knowledge of these things will make quite clear many facts of 
history. 

Napoleon lost his great army of nearly half a million men in 
the Russian snows because he had moved so far awa}' from his 
base of supplies. When the Russians burned Moscow, he had 
neither shelter nor food for his army. It will be remembered that 
the valle3's of Lake Champlain and the Hudson River were of 
great importance in all the intercolonial wars, as well as in our 
two wars with England. Before the time of railroads these navi- 
gable waters formed the only highway by which armies could 
march to and fro and be supplied. The difficulty in passing that 
little strip of land between Lake Champlain and the Hudson 
River caused the overthrow and surrender of General Burgoyne. 

345. — Home Life of a Soldier. — Does a soldier have a 
home? Yes, or something that takes its place. He must have 
a place where he can eat, rest and sleep. He must have a social 
life. Even amidst the constant danger and the tedious duties of 
camp, his is not necessarily a gloomy life. A tin plate, a tin 
cup, a case-knife, and a part ownership in a frying-pan and ket- 
tle comprised his kitchen utensils. When the bacon fries and the 
coffee boils (real coffee, which the northern housewife vainly 
tried to imitate by the substitution of parched wheat and barley 
during war times), he transfers his meal from the rail fire to the 
table of his invention or discovery, and cats with an appetite 
born of labor and exposure. His dwelling house consisted of a 
half ownership in what "the boys" called a "dog tent," which 
was made from two pieces of cloth about six feet square, buttoned 
together, and drawn over a horizontal stick which rested on the 
crotched ends of two perpendicular sticks about three or four feet 
high. Near the open end he builds his fire, and dividing his 
hou.se into compartments, he makes his bed of knapsack and 



THE CIVIL WAR. 331 

blanket, and with his feet to the fire, sleeps the sleep of the 
weary. When on the march, through sun, or rain, or snow — 
snail like — he carries his house and furniture with him. 

Much of the time the soldiers had insufficient food, and that 
not of the proper kind. When in camp it was often a puzzle to 
know how to occupy the time. Story-telling, games of all kinds, 
writing, reading, whenever reading matter was to be obtained, 
were the chief occupations, varied by mending and a little wash- 
ing occasionally. 

The real home was an experience of the past, or known only 
in the dreams of the night. 

346. — Preparations for War. — Mr. Lincoln in his in- 
augural address said that he had no intention of interfering with 
slavery in the states; but he also declared that no state could law- 
fully withdraw from the Union; that his official power should be 
used "To hold, occupy and possess the property and places 
belonging to the Government." This meant war should the 
southern states persist in their efforts to secede. 

The extra session of Congress called by President Lincoln met 
on the 4th of July, and by this time, so prompt was the response 
to the call for troops, that the Union army had grown to more 
than two hundred fifty thousand strong, mostly three-year volun- 
teers. The South was j ust as prompt to respond to the call of 
the Confederate authorities. 

347. — Why the South was better prepared.— At the 
beginning the South was much better prepared for war than the 
North. The southern people were more military in their tastes 
and training. The arsenals and navy-yards in the South were all 
seized by the Confederate authorities. The great naval station 
at Portsmouth, near Norfolk, Virginia, was abandoned after most 
of the numerous vessels of war stationed there had been sunk. 
The United States arsenal at Harper's Ferry was burned and 
immense stores of small arms, cannon, foundries and large quan- 
tities of powder fell into the hands of the southern forces. 

348. — Strength of the North. — The North was much 
stronger in men and general resources, but slower to act. The 
South being an agricultural community, sold its cotton, sugar 



332 A SCHOOL HISTORY OF THE UNITED STATES. 

and tobacco to Europe, purchasing in return such manufactured 
articles as it needed. The North was full of teeming work-shops; 
the northwest, a vast store-house of food products and mineral 
resources. Soon after the firing on Sumter, President I,incoln 
proclaimed a blockade of the southern ports, which, if successful, 
would prove a heavy blow to the South, as it depended on 
Europe for many things necessary for its convenience. 

349.— Hopes of the South.— On the other hand, England 
and France must have the cotton from the South to keep their 
looms going. For this very reason the South hoped that these 
two nations would acknowledge the Confederacy as an indepen- 
dent government, and furnish them aid in the contest. 

"Cotton is king" was the boast of the Confederacy, and its 
hopes of recognition and aid based on this belief continued until 
the last year of the war. 

While England and France did not acknowledge the Confed- 
erate states as a nation, they did recognize it as a belligerent 
pov/er entitled to all the rights of war. 

There was great suffering among the manufacturing classes of 
England on account of the scarcity of cotton, but they were loyal 
to the free North, while the upper classes were outspoken in favor 
of the South. 

350.— Military Events of 1861.— Within a few hours 
after the first call for troops by President Eincoln, regiments from 
Massachusetts, New York and Pennsylvania were on their way 
to Washington. 

On the morning of the 19th of April, the anniversary of the 
battle of Eexington, a Massachusetts regiment reached Baltimore. 
Here it was attacked by a mob incited by southern sympathizers 
in the city. Several were killed on both sides, and the regiment 
after much difficulty was able to take the cars for Washington. 
For several days no troops were permitted to pass through Balti- 
more for the relief of Washington. But General Butler with the 
Massachusetts 6th regiment, and other forces, passed down Ches- 
apeake Bay to Annapolis. From this place he marched overland 
to Washington. General Butler soon after took possession of 



THE CIVIL WAR. 



333 



Baltimore. Union troops, now pouring through this city, gather- 
ed at Washington, securing it from immediate danger. 

Fortress Monroe, between the James and the York Rivers, 
commanding the entrance to the Chesapeake Bay, was still occu- 
pied by the United States troops, but was at this time in danger 
of falling into the hands of the CoTifederate army. General 
Butler with a large force was sent to reinforce it. 




HARPER'S FERRY AND GAP— SHOWING THREE STATES: VIRGINIA, 
WEST VIRGINIA AND MARYLAND. 



351. — West Virginia. — A large majority of the people of 
West Virginia remained loyal to the Union, and refused to follow 
the remainder of the state in its secession. This section set up 
a government of its own, which was afterward admitted as a 
state. 

General George B. McClellan had command of the Department 
of the Ohio. General W. S. Rosecrans commanded in West Vir- 
ginia under him. By the middle of October, 1861, the Confeder- 
ate forces were all driven out of West Virginia, being defeated by 
the Union army in a number of battles. 



334 A SCHOOL HISTORY OF THE UNITED STATES. 

352. — Bull Run. — By the last of June a force of 40,000 men 
had gathered in the vicinity of Washington. The Union troops 
had taken possession of Arlington Heights in Virginia, opposite 
Washington, this being the home of General R. E. Lee, of the 
Confederate army. This position and Alexandria further down 
the river were strongl}- fortified. The northern people became 
impatient at what they considered unnecessary' delay, and their 
cry was "On to Richmond." 

General Winfield Scott, a general of the war of 18 12, who 
also led our troops to victory in Mexico, was still Com- 
mander-in-chief of the Union army. Scott, being too old 
and infirm to command troops in the field. General McDowell 
was given command of forces to move against the Confederates 
stationed behind Bull Run. The battle of Bull Run was fought 
July 2 1 St. At first the Union troops were successful, and up to 
four o'clock in the afternoon all seemed to be in their favor, but a 
panic seized them, and a large part of the army fled in confusion 
to Washington. This disa.ster was a severe blow to the pride of 
the North, but it taught a lesson that had to be learned — that 
this war was to be no holiday affair. Immediately the North 
began to prepare for a long and bloody war. 

General McClellan was given the command of the Army of 
the Potomac. Money was voted by Congress to carry on the war. 
Half a million men responded to the call of the President; but it 
took time to arm and discipline these troops, and Washington 
must be strongly fortified. This was the work of the east during 
the remainder of the year 1861. 

353. — Missouri. — The Legislature of Missouri was loyal to 
the Union, but its Governor made every effort to carry the state 
to the Confederate .side. He called for 50,000 troops to drive out 
the invaders, the invaders being the loyal Missourians who had 
taken up arms for the Union. 

General Lyon did not wait for the Confederates to organize, 
but drove Governor Jackson from Jefferson City, routing his 
forces at Boonville. In August Lyon attacked the Confederates 
at Wilson's Creek, a few miles south of Springfield. Here Lyon 
was killed and the Union forces driven back. 



THE CIVIL WAR. 335 

About this time General John C. Fremont was placed in com- 
mand of all the Union forces in Missouri. 

Before the close of the year the Confederates under General 
Price were driven from the state. In November General Grant 
fought his first battle of the war at Belmont, in Missouri, opposite 
Columbus, Kentucky. During most of the war a large part of 
Missouri was in a very lawless, unsettled state. The Confeder- 
ates were unable to hold possession of any part of it for any great 
length of time, but made frequent incursions, annoying people 
and keeping many Union troops on the defensive. 

This condition of affairs continued until the last year of the war. 

As the operations in Missouri lay outside the general course of 
events that led to the overthrow of the Confederacy, it will not be 
necessary to again refer to this section, though many important 
events occurred here, which, at other times, would be of great 
interest. 

354. — Events Along the Atlantic Coast. — [See maps 
No. II, page 115, and No. 26, page 209.] In August of this 
year, a naval expedition captured Hatteras Inlet, leading into 
Pamlico Sound. By this success the North got possession of all 
that part of the coast of North Carolina. This aided the blockade 
and furthered future operations in that region, 

A second expedition captured Port Royal on the coast of South 
Carolina. Hilton Head, on this harbor, became an important 
center for naval operations on the south Atlantic coast. 

355. — Kentucky. — Kentucky was loyal to the Union, 
though its Governor made every effort to keep the state neutral. 
But in September the Confederates took possession of Columbus, 
on the Mississippi River, while the Union troops under General 
Grant occupied Paducah, at the mouth of the Tennessee 
River. Later the Confederates occupied Bowling Green 
and Mill Springs. The Union troops under General Buell occu- 
pied the northern part of the state. All the events of the year 
1861, both east and west, were preliminary to the greater strug- 
gle of the following years. 

It was a time of preparation. Each side had to create its army 
from men who knew comparatively nothing of war. The officers 



336 A SCHOOL HISTORY OK THE UNITED STATES. 

of the regular army were the nucleus around which each side 
formed its army. Most of the officers of the South resigned their 
commissions in the regular army and joined the Confederate army. 
There were, however, some notable exceptions. General Scott 
and General George H. Thomas were Virginians, Admiral Farra- 
gut was a Tennesseean, while other Southerners of less note re- 
mained devoted to the Union. 

356._The Trent Affair.— Captain Wilkes of the United 
States navy took from the British ship "Trent," two Confederate 
commissioners on their way to England and France. This came 
near involving us in war with England, as it was considered 
an insult to the British flag; but a conflict was avoided by com- 
pHance with the demand of England to give up the prisoners. 

Summary of 1861. 

1 . Secession of South Carolina, Georgia, and Gulf states. 
(January.) 

2. Confederate Government located at Montgomery, Ala. 
(February.) 

3. Mr. Lincoln inaugurated President. (March 4th.) 

4. Surrender of Fort Sumter. (April 14th.) 

5. Call for troops. (April 15th.) 

6. Baltimore Riot. (April 19th.) 

7. Capture of forts and arsenals by Confederates. 

8. Secession of Va., N. C, Ark., and Tenn. 

9. Removal of Confederate capital to Richmond. 

10. Extra session of Congress. (July 4th.) 

11. Bull Run. Confederate victory. (July 21.) 

12. Gen. McClellan made commander of the Union army. 

13. Wilson's Creek, and death of Gen. Lyon. (Aug. loth.) 

14. Confederates driven from West Virginia. 

15. Ball's Bluff. (Oct. 2 1 St.) 

16 Kentucky occupied by Union and Confederate troops. 

17. Battle of Belmont. (Nov. 7th.) 

18. Trent aff"air. (Nov. 8th.) 

19. Port Royal Harbor captured. Union victory. (Nov. 27th.) 

20. Roanoke Island. (Early in 1862.) 



THE CIVIL WAR. 337 



CHAPTER XXVI. 



THE Civil, war: events IN THE WEST, 1 862 AND 1 863. 



PARALLEL READINGS. 



General Readings:— Capture of Fort Donelson; battle of Shiloh; Far- 
ragut on the lower Mississippi; The Vicksburg Campaign; The Chattanooga 
Campaign; Battle of Chickamauga; Battle of Chattanooga. 

Biography: — Thomas, Grant, and Admiral Farragut. 



357.— Events in the West, 1862.— The first object of 
the Union army in the west was to gain possession of the Miss- 
issippi River. If this could be done, the Confederacy would be 
cut in two, and its overthrow only a question of time. The South 
realizing this, strongly fortified the river at different points from 
Columbus to its mouth. 

The .second object was to get possession of Kentucky, Tenn- 
essee and Georgia. From the nature of the case, the Union 
armies must drive the Confederates before them. Should the 
South be able to retain possession of its own territory success 
would crown its efibrts. The North in order to succeed must 
occupy the strongholds of the South. 

Commanders and Positions. — General H. W. Halleck com- 
manded the Union troops along the Mississippi River and in Mis- 
souri, with headquarters at St. L,ouis. 



33S A SCHOOL HISTORY OF THE UNITED STATES. 

General U. S. Grant under Halleck, was posted at Cairo, 111. 
General D. C. Buell had an army in Kentucky, with headquarters 
at Louisville. Commodore Foote commanded the flotilla of gun- 
boats on the rivers. 

The Confederate line of defense extended from Columbus 
through Fort Henry, Fort Donelson and Bowling Green, to Mill 
Springs on the upper course of the Cumberland River. 

Steamboats can pass up the Tennessee River as far as Florence, 
Alabama, and the Cumberland to Nashville and beyond. The 
Union army thus had the choice of four lines of advance, each 
defended by a Confederate force. First, by the Mississippi River 
defended at Columbus; second, by the Tennessee defended at 
Fort Henry; third, by the Cumberland defended at Fort Donel- 
son; fourth, by the lyouisville and Nashville railroad defended at 
Bowling Green. The positions on the Tennessee and Cumber- 
land Rivers were the weakest points on the Confederate line. 

EXERCISE ON MAP 38. 

Map 38 represents the field of operations in the West for 1862, 
1863 and 1864. 

Locate St. Louis, Cairo, Paducah, Louisville, Cincinnati, 
Bowling Green, Perryville, Frankfort, Mill Spring, Belmont, 
Columbus, Fort Henry, Fort Donelson, Nashville, Franklin, 
Island No. 10, Fort Pillow, Memphis, Pittsburg Landing (or Shi- 
loh), Corinth, Florence, Decatur, Chattanooga, Knoxville, Mur- 
freesboro. 

Trace the railroad from Louisville to Atlanta, through Nash- 
ville and Chattanooga. 

Trace the Tennessee River from Paducah to Knoxville. 

Trace the Mississippi River from St. Louis to its mouth. 

Study location of all the rivers south of Tennessee. 

All named or numbered on the map should be fixed in the mind. 



THE Civil. WAR. 
MAP No. -,8 



339 




Parallel lines {=*) indicate battlefields. 



(1) Belmont. 

(2) Fort Pillow. 

(3) Allatoona and 

New Hope Church. 

(4) Forts Jackson and St. Philip. (9) Chickamauga. 

(5) Farragut at Mobile Bay (10) Kenesaw Mountain. 



(6) Pensacola. 

(7) Grant's Battles. 
^) Lookout Mountain. 



(11) Peach Tree Creek 

(12) Battle of Atlanu. 

(15) Fort McAllister. 

(14) Missionary Rid^e. 

(16) Ezra Church. 



340 A SCHOOL HISTORY OF THE UNITED STATES. 

358.— Mill Springs, Forts Henry and Donelson.— Early 

in January, 1862, General George H. Thomas was sent to Mill 
Springs, where he defeated the Confederates. 

Early in February Grant's forces and the gunboats under 
Commodore Foote were sent against Fort Henrj' on the Tennessee 
River. This being quickly taken, the Tennessee was now open 
to the Union army and gunboats as far as northern Alabama. 
After taking Fort Henry, Grant marched his troops across the 
narrow neck of land lying between the two rivers and besieged 
Fort Donelson. Here the gunboats in attempting to take the fort 
were defeated. But the Union army invested the fort, and after 
some very heavy fighting, captured it with about fifteen thousand 
prisoners. 

It was at this place that General Grant got the title, "Uncon- 
ditional Surrender" (U. S.) Grant. 

When the Confederate commander asked for "terms" Grant's 
reply was: "No terms except unconditional and immediate sur- 
render can be accepted. I propose to move immediately upon 
your works." 

The victory enabled the army and gunboats to pass up the 
Cumberland River to Nashville, thus placing the Union army 
south of Bowling Green and the Confederate army, shouUi it 
remain there; but it did not. 

Exercise on Map 39. 

The numerals (i), (2), (3), (4), and (5), represent five p:^ces 
held by the Confederates, January i, 1862; name them. Those 
places formed the Confederate line of defense. The shaded part 
represents states held by them at same date; name them. Wh.y 
was it necessary for the Confederates to occupy (i), (2,) (3), (4),? 
What would be the effect should the Union forces take (2) or (3)? 
Suppose a Union army with gunboats were at No. (6), and a Con- 
federate army at (4), what would be the effect? Union troops 
occupied (8), (9) and (10); name these places. Broken lines 

represent railroads ( ). Why, then, is Bowling Green 

held by the Confederates? 



THE CIVIL WAR. 
Map No. 3q 




341 












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of jir 



CONFEDERATE LINE OF DEFENSE 
IN THE WEST, JAN. 1, 1862. 

StudeJ part rupresenta tlte country held' bj the CoDfeder&tca. Jan., 1862. 




How much of the Mississippi River did the Confederates hold? 



342 A SCHOOL HISTORY OF THK TNITEr) STATES. 

By getting possession of these two rivers, the Confederate "line 
of defense," In miUtar}- language, "was broken." 

The Confederate General, Albert Sidnej' Johnston, commanding 
at Bowling Green, withdrew his army through Nasliville to Corinth, 
Mississippi, thus placing his army south of the Tennessee River. 
By these victories the Confederate line was driven two hundred 
miles south. The Confederates at Columbus withdrew to Island 
No. lo. A few weeks later this place, with a large number of 
prisoners, was captured by General John Pope, the Confederates 
falling back to Fort Pillow, near Memphis, Tennessee. 

The three victories of Fort Henry, Fort Donelson and Island 
No. lo, advanced the Union lines so as to include all of Kentucky, 
middle and western Tennessee. 

Exercise on Map 40. 

The shaded part represents the country held by the Confeder- 
ates April I, 1862. Compare this with Map 39. What changes 
do you see? What caused these changes? Confederates now hold 
Fort Pillow above Memphis, Corinth, and Chattanooga, with the 
main army under General A. S. Johnston at Corinth. Thus the 
Confederate line extends from Memphis to Chattanooga, with the 
Tennessee River as its line of defense. The Union army under 
General Grant, occupies Pittsburg Landing, near Corinth, and is 
supplied by way of the Tennessee River. Steamboats can go 
to Florence only. What has the Union army gained during 
February and March? 

General Buell marched from Nashville to Pittsburg Landing 
across what state? 



THE CIVIL WAR. 
IVlAP No. 40. 



343 




The Confederate line of defense extended from Memphis 
through Corinth, along the Tennessee River to Chattanooga. 

General Halleck at St. Louis was now giv^en command of all 
the troops in the Mississippi valley, which brought General Buell 
under his command. 

General Buell, commanding the Union army in Kentucky, 
followed General Johnston through Nashville and took possession 
of central Tennessee. 




443 



A SCENEFROMSHILOH BATTLEFIELD. 



THE CIVIL WAR. 345 

General Grant moved his army by steamboats up the Tennessee 
River to Pittsburg Landing, near Corinth. 

Halleck ordered Buell to march across the country and join 
Grant at Pittsburg Landing. The two armies were to attack 
Corinth, where Johnston and Beauregard had concentrated their 
forces. General Halleck now had command of three armies — the 
Army of the Cumberland, under General Buell, the Army of the 
Tennessee, under General Grant, and the Army of the Mississippi, 
under General John Pope. The last army soon lost its name, 
becoming a part of the Army of the Tennessee. 

General Halleck had a fourth army under him in Missouri, 
but not directly connected with the operations along the Missis- 
sippi River. 

359.— Battle of Pittsburg Landing, or Shiloh.— Up to 
this time the Union army had taken the "ofifensive," and the 
Confederates now determined to strike back. 

Knowing that Buell was marching from Nashville to join 
Grant at Pittsburg Landing, the Confederate commanders, Johns- 
ton and Beauregard, sought to defeat Grant's forces before Buell 
could come to their aid. 

On the morning of April 6th, 1862, the Confederate army 
attacked the Union army with great force and bravery. All day 
the battle raged. The Union army fought bravely and desper- 
atel}', but it was gradually driven back toward the Tennessee, 
until at nightfall it formed a line near the river. One more 
retreat and it would have been in the river. The Confederates, 
although so far successful, were greatly fatigued, and had lost 
their commander, General A. S. Johnston. 

That night General Buell's army crossed the Tennessee River 
to join in the battle of the next day. The second day the Con- 
federates, now commanded by Beauregard, were steadily driven 
back until afternoon, when they finally gave way and found 
refuge in Corinth, 

The losses in killed and wounded in both armies were about 
twenty thousand, nearly equally divided, but the Union army 
lost more prisoners. 




OKXERAL W. T. SHER>rAN 



THE CIVIL WAR. 347 

360. — Siege of Corinth. — Soon after the battle of Shiloh, 
Halleck himself came to Pittsburg Landing, and ordered Pope's 
army, which had been operating on the Mississippi River, to come 
around by boats to join him on the Tennessee. His three armies 
now made a force of over one hundred thousand men. Beaure- 
gard, on the approach of the Union army, evacuated Corinth and 
retreated south. The Confederates on the Mississippi gave up 
Fort Pillow, and after a gunboat fight near Memphis, in which 
all their gunboats were destroyed, retreated south to Vicks- 
burg, Miss. 

361. — Farragut's Operations on the Lower Missis= 
sippi. — While the efforts to open the Mississippi were in pro- 
gress at the north, Admiral Farragut was working his way up 
from the south. Forts Jackson and St. Philip guarded the river 
below New Orleans. Between these two forts the Confederates 
had stretched across the river an immense chain sustained by 
old vessels securel}^ anchored in the river. Above were the Con- 
federate gunboats and fire-rafts ready to attack, should Farragut 
succeed in passing these obstructions. Having succeeded in 
breaking the chain in the darkness of the night, early in the 
morning of April 24th, Farragut pushed boldly through the 
opening with his fleet, amidst the heavy firing of the two forts 
and the Confederate gunboats. Great fire-rafts were pushed 
against his vessels, with the purpose of setting them on fire. 

After three hours of terrible fighting, all but three of Farra- 
gut's wat ships passed the obstacles, and totally destroyed the 
enemy's fleet of gunboats. 

A few days later the forts surrendered, and General Butler, 
with a land force, passed up the river and occupied New Orleans. 

After the capture of Corinth and Memphis, the Confederate 
line of defense extended from Vicksburg along the Tennessee 
River to Chattanooga. 

B3' the last of June all of the Mississippi was in the hands of 
the North, except that portion lying between Vicksburg and 
Port Hudson. 

362. — Confederates Take the Offensive. — Owing to the 
failure of the Peninsular campaign in Virginia, Halleck was called 



348 



A SCHOOI. HISTORY OF THE UNITED STATES. 



to take command of all the Union armies. Pope was assigned 
the command of the forces in northern Virginia, Grant was left in 
command of western Tennessee, while Buell went to the defense 
of central Tennessee. The Confederates now took the offensive 
in all directions, their object being to regain what they had lost 
in Tennessee and Kentcuky. 




GEN.GEO.H.THOMAS 







COMMANDF.RS OF THE ARMY OF THE CUMBERLAND. 

363. — Perryville. — General Bragg was sent with a large 
Confederate army to Chattanooga and central Tennessee. From 
here he invaded Kentucky, where he met another Confederate 
force from east Tennessee. It now became a foot-race between 
the Union and the Confederate armies as to which should reach 
Louisville first. Buell was a little ahead. After being reinforced 
he turned on Bragg, and at the battle of Perryville, defeated him. 



THE Civile WAR. 349 

Bragg now went to Murfreesboro in central Tennessee, where 
he remained until driven south later in the year. 

364. — luka and Corinth. — The southern army was also 
defeated by Grant and Rosecrans at luka and Corinth. General 
W. S. Rosecrans was now placed in command of the army of 
the Cumberland in place of Buell, relieved. 

365. — Slone River. — During the last days of the year 1862 
and the first of January, 1863, the offensive was again renewed 
by the army of the Cumberland, and the desperate battle of Stone 
River (or Murfreesboro) was fought, which resulted in the retreat 
of Bragg to the south, thus leaving most of central Tennessee in 
the possession of the Union army. In this battle over twenty- 
three thousand men were killed, wounded or prisoners, the losses 
on both sides being nearly equal. This closed the operations of 
the west for the year 1862. 

All territory gained during the first of the year remained in 
possession of Union troops at its close. 

Exercise on Map. 41. 
at the close of 1 862. 

After the capture of Corinth, Buell took his army to Nashville; 
leaving a small force in this city to hold it, he started northward 
to head off the Confederate array under Bragg, who was trying to 
reach Louisville from Chattanooga. Trace what you suppose to 
l)e the route of each of these armies. What battle was the result of 
these movements? Who held Chattanooga at the close of 1862. 

What part of the Mississippi was held by the Confederates at 
the close of the year 1862? Compare this map with No. 40, also 
with No. 39. Battles or sieges are marked by parallel lines (=); 
all in the unshaded part represents battles fought in 1862. How 
many are there? Name them. Notice the unshaded part at the 
mouth of the Mississippi. What event opened that part of the 
river? 



350 



A SCHOOI, HISTORY OF THE UNITED STATES. 



Map No. 41. 



I^UISVILLE 

5 Frankfort . 



P^^ryvllle^QN ^ 



■O 







ARK. 




^E^^^ITLINE OF DEFENSE IN THE 
^^ SVEST, AT CLOSE OF 1862. 

Shaded part repreaenta territorj occupied by Confederatea. 



X\ 



366. Vicksburg. — Whilp the battle of Stone River was 

raging in central Tennessee, General Sherman made an attempt 
to capture Vicksburg by carrying Haines's Bluff by assault. 



THE Civil, WAR. 



361 




352 



A SCHOOIv HISTORY OP THE UNITED STATES. 
Map No. 46. 











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Exercise on Map 46. 

General Grant was at Milliken's Bend and could not get 
east of Vicksburg from that place. Why ? Running his boats 
by Vicksburg and Grand Gulf he crossed his army to the east bank 
of the river. After their defeat at Port Gibson the Confederates 
gave up Grand Gulf. Why ? The Black River was a protection 
to Grant as he passed towards Jackson, as he could guard its 
fords; from whom, and from what direction ? Trace Grant's route 

and name battles in order. 

This bluff, lying along the Yazoo River, formed a natural protec- 
tion to the city. This attempt having failed, Grant now brought 
his whole army from northern Mississippi by way of Memphis 
down the river to Vicksburg. He made several attempts during 
the winter to get past Vicksburg. Failing in this, he adopted the 
hold plan of running the batteries at night with loaded transports, 



THE Civil, WAR. 353 

gunboats, and numerous barges loaded with hay, corn, oats, 
provisions, and other freight. Thus Grant's army had below 
Vicksburg an abundance of mibtary suppHes, and boats with 
which to cross the Mississippi. The army marched down the 
west bank of the river until it reached a point below Grand Gulf, 
where it was ferried to the other side. Grant was now on the 
east bank of the river and south of Vicksburg. 

After driving the enemy from Port Gibson he moved rapidly 
north, using the Big Black River as a shield against the enemy 
from the direction of Vicksburg. 

After routing the enemy at Raymond he pushed for Jackson, 
the capital of Mississippi, from which place he drove the forces 
of Johnston. Turning toward Vicksburg he moved quickly 
westward to meet Pemberton, who had come from Vicksburg to 
intercept him on his way to Jackson. But Grant was too quick 
for him. At the battle of Champion Hill the Confederates were 
defeated and fled to the Big Black River. After a short resist- 
ance here they were driven into Vicksburg, where they were shut 
in only to come out as prisoners of war. 

The siege of Vicksburg, which began on May i8th, continued 
until July 4th, when Pemberton surrendered the city with an 
army of over thirty thousand men. 

A few days later Port Hudson surrendered to General Banks, 
who, with his forces from New Orleans, was besieging it. This 
opened the Mississippi throughout its length. The Union gun- 
boats on the river, aided by the strongly fortified positions at 
different points, eflfectually cut the Confederacy in two. 

367. — Chattanooga Campaign. — In June, while General 
Grant was besieging Vicksburg, General Rosecrans, commanding 
the Army of the Cumberland in central Tennessee, began his 
movements which resulted in the capture of Chattanooga. At 
the same time General Burnside, moving with an army from 
Kentucky, occupied east Tennessee. From the commencement 
of the war President L,incoln had been anxious to occupy this 
country. The people were loyal to the Union, and for that 
reason had suffered much at the hands of the Confederate govern- 



.154 



A SCHOOI. HISTORY OF THE VNITED STATES. 




luent. By a series of successful operations Bragg was soon driven 
south of the Tennessee by Rosecrans. 

368. — Chattanooga and Chickamauga. — Chattanooga 
was the military gateway to Georgia and the adjacent states. 



THE CIVIL WAR. 366 

The North had gained possession of the Mississippi Rivcr and 
of western Tennessee; the Arm\' of the Potomac was strugglinj; 
for possession of Virginia. Between these two scenes of ac- 
tion, lay a stretch of countrj' over six hundred miles in extent. 
In all that distance, the only railroad leading into the South 
passed through Chattanooga. It was, therefore, necessary for 
the northern army, if it would make any farther advance, to get 
po.ssession of the mountain region, in the midst of which lay 
Chattanooga. Richmond itself was not more important to the 
Confederacy than was this city. 

The mountains around Chattanooga extend nearly north and 
south, the Tennessee River flowing nearl}- parallel with them. 
Rosecrans crossed the river and Lookout Mountain south of Chat- 
tanooga. When Bragg .saw the Union army south of him, fear- 
ing that he might be shut in Chattanooga, he retreated .south, 
leaving the city in the hands of the Union army. Thus far all 
.seemed favorable to the North, but Bragg, being reinforced by a 
corps under Longstreet from Virginia and by another corps from 
Missi.ssippi turned on Rosecrans, who in his changes had allowed 
his forces to become too much scattered. But by rapid move- 
ments he was able to concentrate his army behind Chickamauga 
creek. This was done for the purpo.se of keeping the Confeder- 
ates from going back into Chattanooga. Here, during the 19th 
and 20th of Septem]:)er, was fought the desperate battle of Chick- 
amauga. The Union troops were defeated, but were successful 
in holding the road to Chattanooga. During all the afternoon of 
the second day, after the right of the Union army had been driven 
back, General George H. Thomas, with the left wing, held tlu 
enemy in check, and thus saved the northern army from destruc- 
tion. The "Rock of Chickamauga" was the title he so nobly 
earned in that dreadful conflict. The losses were nearly equal, 
the total in killed, wounded and prisoners being about thirty-four 
thousand, nearly one-third of all the men engaged on both sides. 

Retreating to Chattan(X)ga, the Army of the Cumberland was 
followed and besieged by the Confederates; but .soon a part oi the 
Army of the Potomac, under General Hooker, was .sent we.st to 
aid in holding what had been gained, viz., Chattanooga. 



356 



A SCHOOL, HISTORY OF THE UNITED STATSS. 




A VIEW FROM LOOKOUT MOUNTAIN. 



Changes Made. — General Grant was now made commander of 
all the Union troops of the West. General W, T. Sherman was 
given command of the Army of the Tennessee ; General Rosecrans 
was relieved, and General Thomas was placed in command of the 
Army of the Cumberland. 



' THE CIVIL WAR 357 

Sherman, with a part of the Army of the Tennessee, was 
brought over from Vicksburg to Chattanooga. 

369. — Battle of Chattanooga. — Grant now had with him 
at Chattanooga a part of three armies. With these forces he at- 
tacked the Confederates, who were posted on Lookout Mountain 
and Missionary Ridge, which were on the south and east of his 
position. Hooker's forces drove the Confederates from Lookout 
Mountain. This is sometimes called ' ' the battle above the 
clouds. ' ' 

Sherman attacked the Confederates at the north end of Mis- 
sionary Ridge. While all parts of the army fought equally well, 
it was left for the Army of the Cumberland to perform the most 
brilliant feat of all. 

They were ordered to take the base of Missionary Ridge, but 
without orders, they, with heroic inspiration, charged np the 
Ridge, capturing it, and thus broke the centre of the Confederate 
army. The Confederates retreated to Dalton, Georgia. The vic- 
tory for the Union army was complete. The gatezvay to the South 
was open. 

While Grant was wresting Chattanooga from the Confederates, 
Longstreet, having been sent to East Tennessee, was trying 
to take Knoxville from the Union forces. He also was de- 
feated. These operations left all of Tennessee in the hands of 
the national forces. Thus closed the events of 1863 in the 
West. 

A View from Lookout Mountain. 

" P " is a shelf at the north end of the mountain. " L P " 
is Lookout Point. It is this point that gives the name to the 
mountain. Near this point, the Confederates planted heavy guns 
with which to shell Chattanooga. The battle of Lookout Mount- 
ain itself was fought below on the shelf at " P." " M C P " is 
Moccasin Point; a Union battery placed on this peninsula was 
able to shell the Confederates as they retreated before Hooker 
around the north end of the mountain. At " C " may be .seen 
the outHnes of Chattanooga. At "M R" may be seen a faint 
shadow of Missionary Ridge. The author stood at " B," Brown's 



-MAP !SO. 47. 




CHATTANOOGA AND VICINITY. 



THK CIVIL WAR. 359 

Ferry, and looking southward saw and heard clearly the battle 
of Lookout as it raged around the north end of the mountain. 

Exercise on Map 47. 

the capture of chattanooga and battle of chickamauga. 

General Rosecrans crossed his army near Bridgeport, one corps 
going to Chattanooga following the railroad, the second over the 
Raccoon and Lookout Mountains, and Missionar^^ Ridge to the 
valley of the Chickamauga; the third was still south of this. 
Where was the Union army as related to Chattanooga ? Why, 
then, did General Bragg leave Chattanooga ? When Bragg turned 
on Rosecrans, what was his object ? The Union army was de- 
feated at Chickamauga and retreated to Chattanooga; what direc- 
tion did it retreat ? The Confederates took possession of Lookout 
Point. Why then could not the Union army use the railroad 
from Bridgeport ? 

THE BATTLE OF CHATTANOOGA. 

The words Hooker, Thomas and Sherman represent positions 
occupied by these generals in the battle of Chattanooga. Hooker 
drove the Confederates from the north end of Lookout Mountain 
and across the Chattanooga valley to Rossville Gap. What direc- 
tion did he move ? Sherman fought the eneni)' on the north end 
of Missionary Ridge, but could not drive them from it. Thomas's 
army charged up the Ridge and thus broke the Confederate 
center. General Grant stood on Orchard Knob; what direction 
were Sherman's forces from him? Hooker's? Thomas's? 

370. — He view of the Armies of the West. — Army of the 
Tennessee. — Its objective was to get possession of the Mississippi 
River. The events by which this was accomplished were: Fort 
Henry, Fort Donelson, Island No. 10, Pittsburg Landing. Siege 
of Corinth, Fort Pillow and Memphis, luka, battle of Corinth 
campaign, siege and capture of \'icksburg. 

These, with Farragut's victory, and siege of Port Hud.son, 
open the Mis.sissippi River. It also aided in the battles which 
gained Chattanooga. 



3G0 A SCHOOI. HISTORY OF THE UNITED STATES. 

Map No. 48. 



L I N O I S 



OHIO 



1 N D. 5 



m^. 



I LOUISVILLE 



MISSpURi 






ARK. 



-.. / '• li \ ^■■-^■ ''fc''Ch'attano<4a'> 

»0 I 'CgfinthV. 



\ 



NO K T H 
1-; O -L I K a' 

O U T H 



ATLANTA \ Q. A R O L l^'A 

SAVANNAH 




TERRITORY OCCUPIED BY THE CONFEDERATES 
IN THE WEST, AT CLOSE OF 1863. 

U^ishadeU part held by Union forces at close of year i333i 
Shaded part by Confederates. 






Exercise on Map No. 48. 

What part of Tennessee is held by the Union forces? In 
what state is Chattanooga ? Does the Union army hold an)' part 
of Alabama or Georgia ? If so, what part ? "What part of the 
Mississippi River is held by Union forces ? 



THE CIVIL WAR. 3()i 

Commanders of the Army of the Teimessee. — General U. S. 
Grant, General \V. T. Sherman, General J. B. McPherson. Gen- 
eral O. O. Howard and General John A. Logan. 

Army of the Cumberland. — Its objective: Occupation of Ken- 
tucky and Tennessee. 

Aided in the battle of Shiloh and siege of Corinth. 

Battles of Perryville, Stone River, Chickamauga and Chatta« 
nooga. 

Commanders. — General D. C. Buell, General W. S. Rosecrans, 
>cneral George H. Thomas. 



Summary of Events in the West for 1802-1863. 

1862. 
Mill Springs ( Januar}^). 
Fort Henry (February 6tli). 
Fort Donelson (February i6th). 
Island No. lo (April 7th). 
Shiloh (April 6-7). 

Farragut's passing the forts (April 24th to 2Sth). 
Capture of New Orleans (May ist). 
Siege of Corinth (May). 
Fort Pillow and Memphis (June 4th). 
luka (September 19th). 
Corinth (Battle of, October 4). 
Perryville (October 8th). 
Stone River (December 31, 1862 and January i, 1863). 

1863. 
Grant's five battles east of Vicksburg (May i-2oth). 
Siege of Vicksburg — Surrender (July 4th). 
Capture of Port Hudson (July 8th). 
Capture of Chattanooga (September 9th). 
Battle of Chickamauga (September 19th and 20th). 
Battle of Chattanooga, which includes Lookout Mountain and 
Missionary Ridge (November 23d, 24th and 25tli). 

Defeat of General Longstreet at Knoxville (December 5th). 



362 



A SCHOOL HISTORY OF THE UNITED STATES. 



Results in the West — 1862-63. 

No. I shows conditions before the capture of Forts Henry 
and Donelson; No. 2, after Donelson, but before Corinth; No. 3, 







after the capture of Memphis and New Orleans, but before Vicks- 
burg. No. 4 shows conditions after the capture of Vicksburg, 
Port Hudson and Chattanooga. 



THE CIVIIv WAK. l<.fi?, 



CHAPTER XXVII. 



THK CIVIL war: events IN THE EAST, 1 862 AND 1 863. 



Parallel Readings. 

For General Reading:— The Peninsular Campaign and the Seven Days 
Battles. Lees first Invasion of the North: Antietam. Fight between the 
Merrimac and Monitor. Lee's Second Invasion of the North; Gettysburg. 

Sing "Battle Hymn of the Republic" — Howe. 

Read "The Last Broadside" — Beach. Also "Barbara Frietchie" — Whit- 
ticr. Read Lincoln's Address at Gettysburg. 

Biography: — McClellan, Jackson — Meade. 

Poem:- Whiltier's "Laus Deo." 

Negro Melody — Work's "Year of Jubilee." 



371. — A Sludy of Virginia.— The operations in the west 
covered a very large area of country, extending from the Ohio 
River on the north to the Gulf of Mexico on the south, and from 
Missouri to the Carolinas. 

Getty.sburg in the north and Appomattox in the south mark 
the northern and southern extremes of the battlefields in the east. 
Virginia offered advantages both to the North and to the South. 

Advantciircs to the North. — The Chesapeake Bay on the east 
with several large rivers flowing into it, was favorable to the 



364 A SCHOOL HISTORY OF THE UNITED STATES. 

North; the Potomac, Rappahannock, York and the James Rivers 
are all navigable for some distance. The North, having complete 
command of these waters, could transport its armies and muni- 
tions of war to any part of the eastern coast of Virginia. 

Advantages to the South. — The many streams flowing south- 
east across the state were lines of defense for the Confederate 
army. These rivers gave the South a decided advantage in 
Virginia. 

The Shenandoah Valley. — The fertile Shenandoah valley 
supplied the Confederate army while passing northward 
through it. This valley, protected by the Blue Ridge Mount- 
ains, was an open highway to the North. The Confederate 
army was so shielded by these mountains as to render its 
movements in the valley safe from any attack from the direction 
of Washington. 

The Confederates were quick to see the advantages of this val- 
ley. It became the scene of many brilliant exploits first by the 
Confederate General "Stonewell" Jackson, and later by General P. 
H. Sheridan of the Union army. 

The Routes to Richmomd. — There were two general lines of 
advance by which the Union army could be supplied while moving 
from Washington upon the Confederate capital. 

The first was along the railroads overland. The second was 
by Chesapeake Bay, up the York River, then by a short railroad 
to Richmond; or, by Chesapeake Bay and James River. 

By the first the army would protect Washington at the same 
time it was operating against the enemy, but this was the most 
difficult to guard. 

The second, by way of the Peninsula, made it very easy to 
supply the army by either the York or the James Rivers, but 
left Washington open to attack from a wide-awake enemy. But 
the real difficulty was that the Confederate army stood in the way 
by any route. 

A difference of opinion as to the best route arose between 
President Lincoln and General McClellan. The President wished 
the army to move directly against tlie enemy along the railroad, 



THE CIVIL WAK. 366 

his idea being that the same army must be met upon any road. 
McClellan wished to move by the way of the Chesapeake, and 
the President finally yielded upon the condition that a sufficient 
force should be left to guard Washington. 

As these two men afterwards became opposing candidates for 
the Presidency, this question became a political one, and much 
feeling arose in its discussion. 

372.— The Merrimac and Monitor. — A short time before 
McClellan started on his Peninsular campaign, an event occurred 
which caused a revolution in the navies of the world. This was 
the fight between the Merrimac and the Monitor in Hampton 
Roads, near Fortress Monroe. The Confederates had taken the 
Merrimac, a United States war vessel that had fallen into their 
hands at the time Norfolk was abandoned, and converted her into 
an iron-clad vessel. 

On the morning of March 8, she moved out to attack the 
Union fleet lying at Hampton Roads. She sunk the Cumberland, 
captured the Congress, and scattered the rest of the fleet. The 
heaviest shot of the Union guns seemed to have no effect upon 
her armor. But during the night the "Yankee cheese-box on a 
raft," as the Monitor was called, arrived from New York. This 
was the first turreted iron-clad ever built, and the next morning 
she had an opportunity to try her mettle. 

Again the Merrimac moved out, expecting to complete the 
destruction of the Union fleet. The little giant met the monster, 
but the guns of neither seemed to have any effect upon the other, 
and finally the Merrimac withdrew to her former position at 
Norfolk. 

Two months later the Merrimac was destroyed by the Confed- 
erates when they abandoned Norfolk. 



366 



A SCHOOL HISTORY OF THE UNITED STATES. 



Map No. 42. 



-iHaRRISBU/fS 





















iTAUHTOIt A ^ ' 



f'^/ 









Mfiiorresviuc 









v^» 



VHXtVIL^^ 



V 



,//w" 




VIRGINIA AND VICINITY. 



THE CIVIL WAR. 367 

Exercise on Map 42. 
virginia. 

Into what water and in what direction does each river of Vir- 
ginia flow? What direction is Washington from Richmond? 
Gettysburg from Washington ? Shenandoah valley from Wash- 
ington ? Bull Run from Washington ? Baltimore from Washing- 
ton ? Petersburg from Richmond ? Yorktown from Richmond ? 
General McClellan took his army down the Potomac River and 
Chesapeake Bay, up the York River to White House, then toward 
Richmond across the Chickahominy. Trace his route. General 
Lee in both invasions marched into and down the Shenandoah 
valley, crossing the Potomac into Maryland, tlie Union army 
keeping between him and Washington. What advantage was it 
for him to be in the valley? Locate everything named or num- 
bered on the map. Note the two belts of battlefields: L From 
Gettysburg to New Market. II. From Bull Run to Appomattox. 
Name the battlefields in each of these two belts of war. Do you 
think of any reason why these battlefields should be so located? 

373. — The Peninsular Campaign. — General McCkllan 
in March transferred his army from its position near Washington 
by water to F'ortress Monroe. 

At Yorktown he found a Confederate force intrenched across 
his path. After holding the Union army in check at this place 
for a month, the Confederates fell back towards Richmond. The 
Union army overtook them at Williamsburg, where a severe but 
indecisive battle was fought. 

McClellan gradually advanced his army toward Richmond, 
and extended his right wing to the north as far as Mechanics- 
ville, and his left, south of the Chickahominy River. The army 
was thus cut in two by this stream. The Confederate commander 
General Joseph E. Johnston, taking advantage of a heavy rain- 
storm, which caused this river to overflow its banks and destroy 
its bridges, attacked that part of the army south of the river, 
hoping thus to destroy it before the other part could come to its 



368 



A SCHOOL HISTORY OF THE UNITED STATES. 



aid. This he came very near doing, but after two days' fighting 
he was driven back to Richmond. This is known as the battle of 
Fair Oaks, or Seven Pines. Johnston was wounded, and his 
command given to General Robert E. Lee. 



Map No. 43. 




PENINSULAR CAMPAIGN, 
VIRGINIA. 



Exercise ox the Map of the Peninsular Campaign, 43. 

General McClellan moved up between the York and the 
Chickahominy Rivers. What direction did he move ? From 
White House he moved toward Richmond. What direction did 
he take, and what stream must he cross in order to reach Rich- 
mond ? How did he supply his army ? What direction did the 



THE CIVIL WAR. ^C)f) 

Union army face while besieging Richmond ? Lee attacked 
McClellan from the north, and Beaver Dam, Gaine's Mill, 
Savage's Station, White Oak Swamp and Malvern Hill were the 
battles fought in the order named. In what direction did 
McClellan retreat ? This retreat was called a "change of base." 
The base of supplies for the Union army had been at York River; 
it was now changed to what river ? 



While the Confederates were holding McClellan in check 
around Richmond, "Stonewall" Jackson moved rapidly north 
driving the Union army out of the Shenandoah valley, and caus- 
ing great alarm for the safet)^ of Washington; but to take Wash- 
ington was not in his plans; moving quickl}' south, he joined Lee 
near Richmond. With these combined forces Lee, leaving a 
sufficient force in the defense of Richmond to insure its safety, 
moved out and attacked McClellan from the north. 

McClellan then moved his army to the James River, but in 
doing so he was obliged to fight the seven days' battles of Beaver 
Dam, Gaine's Mill, Savage's Station, White Oak Swamp and 
Malvern Hill. 

The Peninsular campaign was a failure; the Confederates soon 
took the offensive by moving northward to threaten Washington. 

374. — Lee's First Invasion of the Xorth. — By the mid- 
dle of June the offensive operations on the part of the North had 
closed in the west. By July Fourth the Peninsular campaign 
had closed in the east. The Confederates now took the offensive 
both in the ea.st and the west. Halleck was called to command 
all the armies of the Union. Pope was given command of the 
forces to defend Washington. "Stonewall" Jackson was again 
sent north with the purpose of threatening Washington. Lee 
then moved north to join Jack.son, hoping, with their combined 
foices, to overcome Pope, before McClellan could come to his 
rescue. Jackson pushed northward, but failing to drive the 
Union ami}' under General Banks, at the battle of Cedar 
Mountain, he pas.sed around to the west and north of Pope's 
army, and destroyed the railroad, and captured many military 
stores at Manassas. Pope, turning on Jackson, attacked him 
near the old battle ground of Bull Run. The Army of the Poto- 



370 



A SCHOOL HISTORY OF THE UNITED STATES. 



mac had been withdrawn from the Peninsula to aid in the defense 
of Washington, and one corps of this army was with Pope in the 



Map No. 44. 




LEE'S KIRST INVASION OF THE NORTH— 1862. 

— ^ — ^ Confederate advance northward. 

• •• ^ — Movement of Union army northward. 

battle. Other corps were near but gave no aid. The second day the 
remainder of Lee's forces came up, and the Union army was again 
defeated near the fated battlefield. This battle is known as 



THK Civil. WAR. 371 

iGroveton, or Second Bull Run. Pope's army falling back, all 
the Union forces from Virginia were now concentrated at Wash- 
ington, and McClellan given the command. 

Exercise on Map No. 44. 

After the defeat of McClellan on the Peninsula, Lee sent 
Jackson in advance of his main army, which soon followed. 
Trace the Confederate line of advance. P'our battles are indi- 
cated on this line; name them. Which two were Confederate, 
and which two were Union victories ? Trace the Union line of 
march from the James River to Antietam. 

Lee moved rapidly north into Maryland, and sent Jackson 
against Harper's Ferry, which he captured with eleven thousand 
prisoners. McClellan moved north against the Confederates, 
driving them from South Mountain. Lee placed his army on the 
defensive behind Antietam Creek. Here was fought the very 
severe battle of Antietam, or, as the South called it, Sharpsburg, 
where the Confederates were defeated, whence they re-crossed the 
Potomac and retreated south. 

A few weeks later General McClellan was relieved, and Gen- 
eral Ambrose E. Burnside placed in command of the Army of the 
Potomac. Burnside moved his army to Fredericksburg, intending 
to take th^t route to Richmond. Here in December was fought 
the battle of Fredericksburg. The Union army lost heavily and 
gained no advantage. Thus ends the year 1862 in the east. 

375. — Preparations. Congress. — In 1862 Congress passed 
a law authorizing the issue of United States notes, commonly 
called "greenbacks." These were to be used as money, taking 
the place of gold and silver, which had disappeared from circula- 
tion. Taxes were increased until they were very high, but even 
this amount was not sufficient to carry on the war. The Govern- 
ment was obliged to borrow large sums of money. The "green- 
backs" were really a forced loan from the people. They were 
made "legal tender" — that is, if offered in payment for debts it 
was a legal offer. The creditor must take them or nothing. They 
became the money of the country. 



372 A SCHOOL HISTORY OF THK UNITKU STATKS 

In 1863 Congress passed an act creating national banks. Pre- 
vious to this, the states had incorporated all the banks, and bills 
issued by them were local in value. There was no general cur- 
rency in the United States until the issue of greenbacks and the 
national bank currency. This was a great improvement on the 
old method. 

The Conscription Act. — Early in 1863 Congress passed the 
Conscription bill. This made all able-bodied men, citizens 
between the ages of twenty and forty-five, with few exceptions, 
liable to be called into the service. If drafted, a man could join 
the army and fight, supply a substitute, or pay the Government 
$3oo to obtain a substitute. 

This aroused much feeling at the North, especially among the 
laboring classes and those opposed to the war. When a draft 
was made for three hundred thousand men, riots in different parts 
of the country occurred, the greatest of these being in New York 
city, where many lives were lost and much property destroyed. 

LincoM s Emancipation Proclamation. — On the first day of Jan- 
uary, 1863, President Lincoln issued a proclamation of emanci- 
pation. He had in the September previous given notice that un- 
less the southern people lay down their arms and return to their 
allegiance, he should declare all slaves within the Confederate 
lines free. Slavery in the United States, however, did not cease 
to exist until the XIII. Amendment became a part of the Con- 
stitution, but the President's Proclamation did much toward 
making this amendment a result of the war. 

In the South. — Every effort was made to increase the south- 
ern army. Their conscription laws were much more rigid than 
those of the North, and the South enrolled a much larger pro- 
portion of the white population in its army than did the North. 
This could be more readily done as the slave population of the 
South was sufficient to supply the labor at home. 

The Confederate government had great difficulty in supplying 
its army with the common necessaries. It also issued paper 
money as legal tender, but this became more and more valueless 
as the war progressed. 

As a rule the Confederate army was well armed, but poorly 
fed and clothed. 



THK CIVII< WAR. 



373 




374 A SCHOOL HISTORY OF THE UNITED STATES. 

376. — Fredericksburg and Chancellorsville. — After 
the defeat of the Army of the Potomac at Fredericksburg, in 
December, 1862, General Burnside was relieved of the command, 
which was given to General Joseph Hooker. Early in May, 
1863, Hooker, moving his army across the Rappahannock River, 
gained a position at Chancellorsville, partly in the rear of the 
Confederate army at Fredericksburg. Lee, not waiting to be 
attacked, sent a large force under "Stonewall" Jackson to crush 
the right of the Union army. This move was successful, result- 
ing in the defeat of Hooker, who now withdrew his army to the 
north bank of the river. The Confederates won a great victory, 
but paid dearly for it in the death of General Jackson. • 

377. — Lee's Second Invasion of the North. — About a 
month after the battle of Chancellorsville, Lee started on his 
second northern invasion. Moving down the Shenandoah valley 
he defeated the Union troops at Winchester, and crossed to the 
north of the Potomac. 

The Union army moved parallel with the Confederates, keep- 
ing between them and Washington, Lee marched north to 
Hagerstown, threatening Harrisburg, Pa. 

On the 27th of June, only three days before the battle of Get- 
tysburg, Hooker was relieved, and General George G. Meade 
made commander of the Army of the Potomac. 

Both armies marching northward met at Gettysburg, where, 
during the first three days of July, was fought one of the most 
desperate battles of the war. During the afternoon of July 3d, 
about the time that Pemberton and Grant were planning for the 
surrender of Vicksburg, General Pickett was making that most 
famous but fatal charge at Gettysburg. The Confederates here 
met a crushing defeat, leaving more than a third of their number 
dead, wounded, or prisoners of war on this battlefield. The 
Confederates lost more than twenty-five thousand men, while the 
Union loss was but little less, being about twenty-three thousand. 

By a study of the map it will be seen that had the Confederates 
been victorious, Lee was in a position to capture Harrisburg, Bal- 
timore, or Washington. 



THE Civil, WAR. 




376 



A SCHOOt, HISTORY OF THE UNITED STATES. 



Exercise on Map 49. 
What direction is Gettysburg from Washington? From Bal 
timore? Compare this map with the one on page 370, represent- 
ing the first invasion. What difference do you observe around 



Map No. 49. 



P£r/NSYLVA/y/A 

A 




MAP SHOWING LEE'S SECOND INVASION OF THB NORTH. 

Harper's Ferry? In which invasion did Lee go farthest north? 
In what do the two invasions differ? In what are they ahke? 
Notice the Blue Ridge Mountains; what part did they play in 



THE CIVIL WAR. 



377 



both these invasions? Trace the march of both armies. Would 
it have been possible for Lee to get north of Washington bad 
these mountains not been there? 

Map No 45 




£i:.^./.\ 



/ 






. V 







C N N S Y »' A (l/lt A \^ 6T| 








Map No. I shows Lee's first invasion of the North (1862); 
No. 2, Lee's second invasion of the North (1863); No. 3, the 
conditions from December, 1862 to May, 1864, except the time of 
Lee's second invasion. No. 4 shows conditions after Grant's 
overland campaign (1864), before his last movements (1865) 
which closed the war. 



378 



A SCHOOL HISTORY OF THE UNITED STATES. 




ITNION commanders: army of the POTOMAC. 



'.."HK CIVIL WAR. 379 

Events in the East — 1862-1863, 
Merrimac and Monitor (March 9th). 

PENINSUI.AR CAMPAIGN. 

Movement of the army to Yorktown. 

Siege of Yorktown, Union victory. (Evacuated May 3d.) 

Williamsburg, Union victory. (May 5th.) 

Siege of Richmond. (May and June.) 

Fair Oaks, Union victory. (May 31st.) 

Shenandoah valley: First incursion by General Jackson (June) 

Savage's Station, Union victory. (June 29th.) 

White Oak Swamp, Confederate victory. (June 30th.) 

Malvern Hill, Union victor3\ (July ist.) 

Final result: Peninsular campaign a failure. 

Withdrawal of Union army from the Peninsula. (August j<^). 

Lee's First Invasion of the North. — 

Cedar Mountain, indecisive. (August 9th.) 

Capture of Manassas by Jackson. (Middle of August.) 

Groveton, or 2d Bull Run, Confederate victory. (Aug. 29-30.) 

Invasion of Maryland by Confederates. (September.) 

Harper's Ferry, Confederate victory. (September 15th.) 

South Mountain, Union victory. (September 14th.) 

Antietam, Union victory. (September 16-17.) 

Final result of first invasion of the North, Confederate failure. 

Fredericksburg, Confederate victory. (December 13th.) 

Events in the East — 1863. 

Defeat of Union troops at Chancellorsville. (May 2, 3 and 4.) 

Lee' s Second Invasioyi of the North. — 

lyce marches north into Maryland and Pennsylvania. (June.; 
General Meade relieves General Hooker. 
Confederate defeat at Gettysburg. (July 1-3^ 1863.) 
Confederate retreat to Virginia. 
Results: Lee's second invasion a failure. 



380 A SCHOOL HISTORY OK THE UNITED STATES. 



CHAPTER XXVIII. 



the; civil war: events in the west, 1864. 



Parallel Readings. 



General Readings: — The Atlanta Campaign; Sherman's March to the 
Sea; Farragut at Mobile Bay. 

Biography: — Sherman . 

Read the poem "Farragut." 

Sing "Marching Through Georgia." 

Read ' ' Sherman 's March to the Sea. ' ' ( Found in Vol . II . , pages 282-283. 
Sherman's Memoirs.) 



378. — Changes Made. — During the winter of 1 863-1 864 
plans were laid for the work of the next year. In March Grant 
was made Lieutenant-General, the highest rank then known to 
the United States Army. This placed him in command of all the 
armies of the United States, and he was also directed to give his 
personal supervision to the Army of the Potomac. General 
Meade still remained commander of that army, though under the 
direct orders of General Grant. General Sherman was placed in 
command of the "Military Division of the Mississippi," which 
included all of the Missis.sippi valley, this being the position pre- 
viously held by Grant. General J. B. McPherson was given 
command of the Army of the Tennessee, the position made vacant 
by the promotion of Sherman. General Schofield was sent to 
East Tennessee to command the Army of the Ohio. 



The civiIv war. 381 

379.— Condition of Affairs at the Beginning of tlie 
Year 1864. — The Mississippi was firmly held by the Federals; 
but most of the country west of the river was in possession of the 
Confederates as far north as the Arkansas River. Mobile, 
Savannah, Charleston and Wilmington were also held by the 
South. 

The two armies in Virginia faced each other along the Rapidan 
and Rappahannock Rivers. The Union troops under Sherman 
were at Chattanooga preparing to move against Dalton, Georgia, 
where Johnston was stationed ready to meet the advance. 

The South, by conscription, called nearly every man and boy 
capable of bearing arms into the field. 

At the North by the first of May nearly a million men were 
enrolled in its armies, with over six hundred thousand ready for 
duty. 

All the operations of the Union forces during the remainder 
of the war were directed by one master mind, General Grant. 
He planned to have all the armies "pull together." 

General Sherman was ordered to move against Johnston in 
Georgia; General Banks, with the aid of Farragut's fleet, was to 
capture Mobile; General Butler, at Fortress Monroe, was to move 
up the James River and attack Richmond from that direction; 
General Sigel was to pass up the Shenandoah valley; General 
Meade was to destroy Lee's army, and to capture Richmond. 

All these were finally successful, though at the beginning 
some were failures, or partly so. 

380 — Sherman's Taslj. — General Sherman had with him 
at Chattanooga a force of about one hundred thousand men. His 
"objective" was Atlanta, defended by the Confederate army 
under General Joseph E. Johnston. The country from Chatta- 
nooga to Atlanta is very rough and mountainous, with narrow 
roads; it was a very poor country in which to move an army. 
The Confederate army numbered from fifty thousand to seventy- 
five thousand men. But the conditions of the country, and the 
fact that the southern army fought on the defensive behind breast- 
works, made the advantages nearly equal. 



382 A SCHOOI* HISTORY OF THE UNITED STATES. 

A body of soldiers, whether regiment, brigade, division or 
corps, halting for the night, when in the presence of an enemy, 
or forming for battle, occupying ground with a good outlook to 
the front, stacks arms and goes to work gathering logs, fence 
rails, stones, anything that will stop a bullet. These are piled 
in front, and a ditch dug behind, throwing the dirt forward upon 
them. In a short time a parapet that would stop even a cannon 
ball would thus be built. The Confederates being on the defen- 
sive, would thus protect themselves, while the northern troops, 
being on the offensive, must either drive them from their intrench- 
ments or go around ( flank ) them. For this reason, during 
1864 both Grant and Sherman were obliged to flank the enemy 
again and again to accomplish their object. 

Sherman had none too many men to perform the work he set 
out to do. 

The greatest problem of the campaign was one of sup- 
plies. 

The Army of the Potomac was never very far away from tide- 
water, and as the North had full control of these navigable 
waters, it took comparatively few men to guard its line of sup- 
plies; and, as a rule, this army was abundantly supplied with all 
the equipments of war. 

The gunboats and transports on the Mississippi River had 
also made the problem of supplying the Army of the Tennessee, 
as it cut its way to the Gulf, a simple one. 

But Sherman had a fighting force of one hundred thousand 
men, to be supplied by one railroad running through a 
hostile country. Nashville was the principal depot of supplies. 
Its connection with the North is both by the Cumberland River 
and by the lyouisville and Nashville railroad. Chattanooga, the 
starting point of the campaign, is one hundred thirty miles 
in front of Nashville. All the bridges, trestles, and culverts of 
the railroad, even as far north as lyouisville, must be guarded 
from the enemies' cavalry and from a hostile population. But 
this was not all. Atlanta, the "objective" of the campaign, is 
over one hundred miles still further south; and this also must be 
guarded as the army moves southward. 



THE CIVIL WAR. 383 

The railroads in this long line of supplies were so poor and 
were broken so often by the enemj^ that with all the energ}' of 
Sherman and his engineers, the Atlanta Army was scantily 
supplied. 

The abundance of blackberries growing in the fields and along 
the roadside, which were ripening at this time, saved the Union 
soldiers from scurvy. 

381.— The Atlanta Campaign. — May 6th, 1864, General 
Sherman started out on his famous Atlanta campaign. It took 
liim four long, bloody months to accomplish his task, with a loss 
nf over thirty-one thousand men. 

Dalton being protected on the north by mountains, Sherman 
went south of it, striking the railroad at Resaca. Here a severe 
engagement occurred, in which the Confederates were defeated. 
Johnston retreated south, and took another strong position at 
Allatoona Pass. 

Sherman, knowing the strength of this position, did not 
attempt to take it, but passed around to the west. 

This resulted in the severe battles of Dallas and New Hope 
Church, causing Johnston finally to give up Allatoona Pass. He 
made his next stand at Kenesaw Mountain, just north of Mari- 
etta, and again Sherman, passing round to the west and south, 
compelled Johnston to leave this third very strong position, and 
fall behind the Chattahoochee River. It had taken two months 
of almost constant fighting to drive the Confederates Irom Dalton 
to the Chattahoochee. 

About this time the Confederate government, being displeased 
with Johnston's method of defen.se, placed General J. B. Hood in 
command. When Sherman crossed the Chattahoochee, at Peach 
Tree creek Hood attacked him with great force, but was driven 
back into Atlanta. 

General Sherman, knowing that he could not entirely sur- 
round the city, passed a part of his army to the east of Atlanta, 
destroying the railroads there. But while at this work, again 
Hood came out to attack him, and was again defeated. This 
battle brought out the magnificent fighting qualities of the intel- 
ligent citizen-volunteer .soldier. An army of less braver}- and 



a84 A SCHOOIy HISTORY OF THE UNITED STATES. 

self-command would have been hurled back b)' the desperate 
charge of Hood's men. This was a part of the same army that 
had cut its way from Cairo to Vicksburg, and was now aiding in 
again bisecting the Confederacy by way of Atlanta. General 
McPherson, commander of the Army of the Tennessee, was killed 
in this battle. This is known as the battle of Atlanta, though 
the city itself did not surrender until several weeks later. 

After destroying the railroads to the east, Sherman moved a 
part of the army to the west of the city. Here for the third time 
Hood came out to attack him, and was again driven back. This 
is known as the battle of Ezra Church. 

Finally Sherman, leaving one corps at the Chattahoochee to 
protect his railroad, moved the remainder of his army to Jones- 
boro, twenty miles south of Atlanta, where the Confederates were 
defeated, when Hood, having all his railroad communications 
destroyed, gave up the city. 

Atlanta was captured four months after the first move made 
from Chattanooga. General Sherman says: "Every foot of this 
should be sacred ground, because it was once moistened by patri- 
otic blood; and over a hundred miles of it was fought a con- 
tinuous battle of one hundred and twenty days, during which, 
day and night, were heard the continuous boom of cannon and 
the sharp crack of the rifle." 

382. — Farragul at Mobile Bay. — In August, a Httle 
before the capture of Atlanta, Admiral Farragut gained posses- 
sion of Mobile Bay by passing the forts at its entrance, with his 
whole fleet. 

The passing of these forts, like the passing of those at the 
mouth of the Mississippi River two years previous, was a very 
brilliant affair. Farragut had not only to brave the dangers of 
the forts, but must meet and defeat the Confederate ironclad navy 
just inside the bay; not only these, but a third obstruction lay in 
his way, and one which sailors most dread, in form of sunken 
torpedoes. While passing the forts one of these torpedoes accom- 
plished its deadly mission in the destruction of a monitor. The 
Torts surrendered a few days after the tight, thus giving the 
United States nav}- full command of Mobile Bay, but the city of 



THK CIVIL WAR. 385 

Mobile was not surrendered until the next spring, just before the 
close of the war. It was at this time that Admiral Farragut 
became famous for having himself "lashed to the mast." The 
circumstances are these: wishing to see what was going on, he 
climbed into the rigging of the vessel in order to get above the 
mist and smoke that obstructed his view. Some of his officers, 
fearing that if wounded he might fall to the deck, tied him to 
the rigging. This circumstance has since become the subject of 
poetry and song. 

It was the plan of General Grant to obtain possession of 
Mobile and open another line of supplies by way of the river and 
railroad through Montgomery to Atlanta. But, as we shall see, 
other events made this plan unnecessary. 

383. — Hood's Movements North. — The Union armies at 
Atlanta drew supplies from the North on a single line of railroad 
from Louisville, through Nashville and Chattanooga, to Atlanta. 

It was necessary that every part of this line should be guarded, 
and it took what would make a large army to defend the line 
which supplied the army at the front. 

Hood, commanding the Confederates, did not permit the 
northern army to rest long at Atlanta. Taking advantage of 
Sherman's long line of supply, he moved around to the north of 
Atlanta, hoping to so destroy the railroad as to compel the Union 
army to retreat to the north, and so lose what it had gained in 
the four months' fight. 

The Confederates struck the railroad north of Kenesaw Moun- 
tain, destroying fifteen miles of it, as far north as AUatoona. In 
attempting to take this place, the Confederates were badly 
defeated. 

While this battle was raging, Sherman stood on Kenesaw 
Mountain, eighteen miles south and, by means of signal flags, 
sent over the heads of the enemy the famous message "Hold the 
Fort," which has been perpetuated in the well-known gospel 
hymn: 

" Ho! my comrades, see the signal 
Waving in the sky! 
Reinforcements now approaching, 
Victory is nigh." 



386 



Map No. 50. 



SHERMAN'S 
ATLANTA CAMPAIGN. 

MAY 5, TO SEPTEMBER 2, 1864. ONE 
HUNDRED TWENTY DAY'S. 




The barbed line C ^ ^ — ^) indicates 

Sherman's general line of march. 
Broken line (----) indicates railroads. 
Parallel lines (=) indicate battlefields. 



xrxn, \„i V liv 



Exercise on Sherman's Atlanta Campaign. 

The barbed line ( >->-» indicates Sherman's general 

line of march. The broken line ( -) indicates railroads. 

In tracing carefully Sherman's movements from Chattanooga to 
the Chattahoochee River, it will be seen that at Rocky Face, in 
front of Dalton, at Resaca, at Allatoona Pass, at Kenesaw, and at 
the Chattahoochee, there is either a mountain, a river, or both at 
each place. A small army lying behind a river, or along the 
crest of a mountain, or range of hills, can hold in check a very 
much larger army. Remember also, that an army must keep 
close to the railroad, or if at a distance, must soon return to it- 
With these things in mind, the following questions may be 
answered: Why did not Sherman go directly to Dalton? 
Through what gap did he pass in getting to Resaca ? Wh}- did 
the Confederates give up Dalton ? General Johnston retreated 
from Resaca to Allatoona Pass. Did Sherman follow him ? Why 
did Sherman leave the railroad and take his army off toward 
Dallas ? What was the effect of this move ? Why did not Sher- 
man go directly onward from Dallas to Atlanta ? You will see 
that the Confederate position at Kenesaw Mountain was very 
strong. Why did Johnston abandon it? Where did Sherman 
cross the Chattahoochee ? What was his first battle after cross- 
ing this river? What direction is the battlefield of Atlanta 
from the city itself? What direction is Ezra Church from 
Atlanta? Sherman finding it impossible, by siege, to reach the 
railroads leading southward from Atlanta, withdrew his army 
from Atlanta, sending one corps back to the Chattah(X)chee to 
guard his own railway to the north, while he took the remainder 
of his army around to Jonesboro. What direction is Jonesboro 
from Atlanta ? Here a battle was fought and the Confederates 
defeated. Why did they then give up Atlanta? 



388 A SCHOOI, HISTORY 01-' THE UNITED STATES. 

Passing around the strong position at Allatoona, Hood again 
destroyed twenty miles of railroad around Resaca. General Sher- 
man, leaving the 20th corps at Atlanta, rapidly followed the 
Confederates north with the remainder of the army, and soon 
drove Hood from the railroad. Hood, moving to the northwest, 
occupied Florence and Corinth. From this position he threatened 
Middle Tennessee, hoping thereby to draw Sherman awaj' from 
Georgia. 

3b4. — Sherman's March to the Sea. — Hood's strategy 
had been bold, rapid, and brilliant, but unwise in the presence of 
such a man as Sherman, who, instead of following Hood, returned 
and repaired his railroad. Hood's moving north left all of 
Georgia open to the entrance of the Union army. 

Seeing this open door, Sherman sent Thomas north with a 
part of his army to defend Tennessee, while with the other four 
corps and Kilpatrick's cavalry, he started on his famous "March 
to the Sea." 

Before starting he destroyed all the railroad south of Dalton, 
and burned everything in Atlanta that could be of use to the 
enemy. 

With but a small force in front, with beautiful weather and 
with a country full of all that was necessary to feed an army, the 
"March to the Sea" was something of the nature of a picnic to 
the northern soldiers. 

The army, covering a belt of country from thirty to 
sixty miles wide, marched from Atlanta to Savannah, destroy- 
ing railroads, cotton and public property. As Savannah was 
held by a Confederate force, and was too strong a posi- 
tion to be taken at once, it was necessary to open com- 
munication with the Union fleet by way of the Ogeechee 
River a few miles southwest of the city. This river 
was commanded by Fort McAllister, which was quickly captured, 
and soon a large number of vessels, loaded with provisions, cloth- 
ing and letters from home, steamed up the river. 



THE Civil. WAR. 389 

After being cut off from communication with friends for 
weeks, the letters were especially welcome. Savannah surren- 
dered December 21, 1864. General Sherman sent the following 
message to President Lincoln: 

"Savannah, Ga., December 22, 1864. 
"7b his Excellency, President Lincoln, JFas/iinglon, D. C: 

"I beg to present you as a Christmas gift the city of Savannah, with one 
hundred and fifty heavy guns and plenty of ammunition; also about twenty- 
five thousand bales of cotton. 

"W. T. Sherman, 

"Major General.^* 

The message reached the President on Christmas eve, which 
being telegraphed throughout the north, made a very merry 
Christmas indeed. 

385. — Franklin and Nashville. — Hood, finding himself 
too far north to follow Sherman into Georgia, moved north from 
Florence, Alabama, towards Nashville. Overtaking a part of the 
Union army at Franklin, the Confederates attacked it with great 
energy, but were repulsed with heavy lo.ss. 

General Thomas concentrated all his army at Nashville 
except a sufficient force to hold the railroads leading to Chatta- 
nooga. About the middle of December, while Sherman's army 
was closing in around Savannah, the other part of his Atlanta 
army under Thomas, was fighting a great battle, and winning a 
decisiv^e victory at Nashville. In this battle the Confederate 
army was completely overthrown. 

With but a remnant of his army. Hood re-crossed the Tennessee 
River into Alabama. 

The close of the year 1864 in the West found Sherman in pos- 
session of Savannah, having completed his famous "March to the 
Sea," and Thomas with a victorious army in complete possession 
of all Tennessee, with no enemy to oppose him. 



390 



A SCHOOL HISTORY OF THE UNITED STATES. 




■^''^XTON BP 



COMMANDERS OK CONFEDERATE ARMIES. 



THE CIVIIv WAR. 
Map No. 51. 



.191 




^ ^ HOOD'S NORTHWARD MOVEMENTS. 

Ii;xKRCisE ON Map No. 51. 

Shaded parts represent territory not yet occupied by the Union 

army; parallel lines (=:) represent battles. Trace Sherman's 

march from Chattanooga to Savannah. Hood started from Jones- 

boro, moving around to the west of Atlanta, striking the railroad 



392 A SCHOOIv HISTORY OF THK UNITED STATES. 

at AUatooiia and Daltou, then moved west near Decatur and 
through Florence, crossing the Tennessee River, then north 
through Franklin to Nashville, where he was defeated. Trace 

these movements (marked thus > — » . The unshaded strip 

east of Vicksburg represents Sherman's incursion from Vicks- 
burg in the early part of 1864- All the railroads from Dalton to 
Savannah, represented in the unshaded parts, were destroyed by 
Sherman. Whj^ ? Did Sherman occupy Augusta or Macon ? 
Four battles are represented in the unshaded part; these were all 
fought after Atlanta was taken. Name these battles. 
Review of 'i;he West for 1864. 

[Dates in pareutheses for reference only.] 
BATTLES. 

Atlanta Campaigti. — 

Rocky Face (May). 

Resaca (May). 

New Hope Church and Burnt Hickory (May-June). 

Kenesaw Mountain (June). 

Peach Tree Creek (July 20th). 

Battle of Atlanta (July 22d). 

Ezra Church ( July 28th). 

Siege of Atlanta (July- August). 

Jonesboro (September ist). 

Surrender of Atlanta (September 2d). 

Mobile Bay. Passing the forts by Farragut (August 5th;. 
Hood's Northward Move. — 

Hood's destruction of railroads (October). 

Battle of Allatoona Pass (October 5th). 

Hood invades Tennessee (November). 

Battle of Franklin (November 30th). 

Battle of Nashville (December 15th and i6th). 

Resulting in destruction of Hood's Army. 
Sherman'' s March to the Sea. — 

Destruction of railroads to Atlanta, and 

March through Georgia (November-December). 

Fort McAllister captured (December 13th). 

Savannah captured (December 21st). 

Confederacy again cut in two. 



THE CIVIIv WAR. 393 



CHAPTER XXIX. 

THE CtVIL war: BVBNTS IN THE EAST AND THE CLOSE — 

I 864-1 865. 



Parallel Readings. 

General Readings:— The Wilderness Campaign; Sheridan in the 
Valley. Read "'Sheridan's Ride." Grant's Last Campaign: Appomattox. 

Biography:— Sheridan, L^e. Read "The Blue and the Gray," and 
O'Hara's "The Bivouac of the Dead." Read Lowell's "Commemoration 
Ode" (Lincoln). 

386. — Grant's Overland Campaign. — Lieutenant- Genera j 
Grant, though commanding all the armies of the United States, 
took upon him.self the immediate command of the force.s in Vir- 
ginia. 

It is probable that history does not record more persistent, des- 
perate fighting than was done from May 5tli to June 5th, 1864. 

The Union losses were in that time about fifty-five thousand 
men. The Confederate losses are unknown, as no record has been 
preserved, but they are presumably not .so great, as the Confeder- 
ates were on the defensive and fought behind breastworks. 

Battle of the Wilderness. — The Union army crossed the Rapi- 
dan River east of the position held by the Confederates. Lee 
rapidly moving his army eastward struck the Union army while 
on the march south of the river. Here occurred the battle of the 
Wilderness, so called from the nature of the country in which it 
was fought. After two days' trial of strength among the tangled 
woodland, neither party felt like again attacking the other. 

Battle of Spottsylvania. — After resting one day at the Wilder- 
ness, Grant moved his army towards Richmond, but was met at 
vSpottsylvania Court-house by Lee. Here for se\eral days a 
bloody battle raged. 



394 



A SCHOOL HISTORY OF THE UNITED STATES. 

Map No. 52. 







yiRGIMA 1864. 

CatANT'S OVERLAND CAMPAIGN, 

Shaded, Confederate, „ „ , . ,„„„ ^^ii,^n,aA„ 

Unshaded. Federal. EaxalleL Lines BatUefttlda. 



Exercise on M.\p No. 52. 

Trace General Grant's line of operations. What rivers did he 
cross? Name them in order. How many great battles were 
fonght? Name them. 

It was from this place that Grant sent his noted message: 
" We have now ended the sixth day of very hard fighting. I am 
now sending back to Belle Plain all my wagons for a fresh supply 
of provi.sions and ammunition, and purpose to fight it out on this 



THK CIVIL WAR. 395 

line if it takes all summer.'" General Grant passing around to the 
east of the Confederate line at Spottsylvania, was in position to 
again move towards Richmond. 

Moving by the " left flank," he started south, but was again 
headed off by Lee at North Anna River. Finding the position 
at this place too strong to be taken, Grant again moved his army 
by the left flank around the Confederates with the idea of getting 
between them and Richmond. 

Cold Harbor. — This move brought on the battle of Cold Har- 
bor, at which place the Union army met with a severe repulse. 

387. — Grant Aleves South of the James River. — After 
remaining a few days around Cold Harbor, Grant finding it 
impossible to take Richmond from the north, moved his whole 
army south of the James River, and attempted to take Petersburg, 
a position twenty miles south of Richmond. Failing in this, the 
siege of Petersburg and Richmond commenced. This siege con- 
tinued until April ist, 1865, a period of eight months. It will be 
remembered that while Grant was marching overland, General 
Butler moved up the James River, occupying City Point and other 
strong positions. The fact of his being at this place aided very 
much in Grant's movements south of the James. 

Grant's movements from the Rapidan to Cold Harbor is called 
' The Overland Campaign," in contrast to the route taken by 
McCiellan two years before. While operating around Spottsyl- 
vania and North Anna, the army was supplied by way of Belle 
Plain or Fredericksburg, and the Rappahannock River. While 
around Cold Harbor its supplies came by way of York River. 
After moving to the south of Richmond, the James River became 
the line of supply. It will be seen that General Grant thus made 
use of both the routes under discussion in the early part of the war. 

S88. — Operations in the Valley. — While General Grant 
was moving against the main Confederate army. General Sigel 
passing up the Shenandoah valley was defeated at New Market. 
General Hunter superseding him in command, again moved up 
the valle}', going as far as Lynchburg; but in retreating pas.sed 
over to West Virginia, and left unprotected that natural highway 
to the north, the Shenandoah valley. General Early was quickly 



39() A SCHOOIv HISTORY OF THE UNITED STATES. 

dispatched to Maryland, defeating the Union troops at Monocacy, 
and came very near capturing Washington before troops could be 
sent to its protection. 

General P. H. Sheridan, who had commanded the cavalry of 
the Army of the Potomac during Grant's movements, was now 
given command of the forces in the valley. He first defeated the 
Confederates at Winchester, then at Fisher's Hill, driving them 
from the valley. But it was too valuable for the Confederates to 
lose. 

Again sending more forces into the valley, they attacked and 
at first defeated the Union army at Cedar Creek. This defeat 
occurred early in the morning, Sheridan being at Winchester, 
" twenty miles away." On hearing the firing, he rode rapidly to 
the front, meeting the fugitives from the defeated army. The 
enemy stopping to pillage the Union camps, Sheridan had time 
to stop and re-form his army. There was still time to win a vic- 
tory, and on that afternoon the Union army moved against the 
Confederates, and before dark won a complete victory. 

Never again did the South try to regain this famous valley. 

Revikw of 1864 IN THE East. 
Objective — Richmond, and the destruction of Army of Northern 
Virginia. 

1 . General Butler moves up the James River and occupies 
City Point. 

2. General Sigel marches up the Shenandoah valley and is 
defeated at New Market. 

3. General Hunter again moves up the valley and lets the 
door open for General Early to enter the North. 

4. Battle of Monocacy. Washington in danger, 

5. General Sheridan in command wins battles of Winchester 
(Sept. 19th), Fisher's Hill (Sept. 226.) and Cedar Creek (Oct. 
19th). 

6. The valley cleared, 

grant's movements. 

(a) Crosses the Rapidan River. 

(b) Battle of the Wilderness (May 5-6). 



THE CIVIL WAR. ,397 

(c) Battle of Spottsylvania (May 8-20). 

(d) Battle of North Anna (May 23-26). 

(e) Battle of Cold Harbor (June 1-3). 

7. Grant's whole army south of James River (June 14-15). 

8. Siege of Petersburg (June 15, 1864 — Apr. i, 1865). 

9. Result: Union army gains a position which leads to the 
final defeat and surrender of Lee's army the next j'ear. 

389.— General Results at the Close of 1864.— The fight- 
ing for this year had been more desperate and long continued than 
at any time previous. 

At the close of 1864, in the West and South, Thomas and 
Sherman each had an army that could go anywhere in the Con- 
federacy without serious resistance. Thomas was in Tennessee 
preparing to move both east towards Virginia and south towards 
Selma and Montgomery. Sherman at Savannah was preparing 
to march north through the Carolinas to cut another swath of 
destruction. 

Grant and Lee were in a death grapple around Richmond and 
Petersburg. Sheridan in the Shenandoah vallej' was ready to 
move south. Thus were Grant, Sherman, Thomas and Sheridan 
all converging toward Richmond, making Lee's escape, with the 
only remaining Confederate army, almost impossible. 

More than all, the Confederates were exhausted. Men lost 
now could not be replaced. They had fought bravely to the 
utmost of their strength and were fast losing ground. 

Exercise on Map No. 53. 

Note that General Grant's lines are south of Petersburg. His 
object was to get to the two railroads west of his lines. Why ? 
He reached them the first of April, 1865. In the meantime Sher- 
idan starting from the Shenandoah valley had destroyed every- 
thing north of the James River. Why, then, should Lee leave 
Richmond? Trace Sheridan's last great march (marked thus 

> — >). General Lee in retreating withdrew his army from 

Petersburg and Richmond between the Appomattox and the 
James Rivers, He then attempted to retreat to Burkeville 



398 A SCHOOI, HISTORY OF THE UNITED STATES. 

Map No 5;^. 




.f., c , ,- YIRGIMA AT CLOSE OF 1864. ,,, x..„« Tr„rir. 

IW sailor sOeeK. shaded - confederate. Unshaded - Federal. 'o) rive XOrKS. 



but General Grant from Petersburg headed him off. Lee then 
attempted to reach Lynchburg, but Sheridan got ahead of him 
at Appomattox Court-house, while General Meade was following 
the retreating army. Lee then surrendered. What direction did 
the armies move in the retreat? 




GENERAL U. S. GRANT. 



400 A SCHOOI< HISTORY OF THE UNITED STATBS. 

MOVEMENT OF WESTERN ARMIES. 

390. — Pontoons. — General Sherman moving from Chatta- 
nooga, through Atlanta, Savannah, Columbia and Fayetteville to 
Goldsboro, North Carolina, must cross at least twelve rivers. Of 
course all bridges, if any existed, were burned or otherwise de- 
stroyed by the enemy before the northern army came near them. 

While Sherman's army is resting at Savannah, it may prove 
interesting to examine his plans for crossing these rivers. 

A common pontoon bridge is made by anchoring boats side by 
side a few feet apart, and connecting them by timbers securely 
fastened. Across these timbers is placed board flooring. But 
Sherman could not carry ordinary pontoon boats. His pontoons 
were merely frames which could be fastened in shape of a scow- 
boat. Under and around these frames was stretched thick canvas 
cloth, this cloth forming the sides and bottom of the boat. 
Across these frail bridges all his immense trains, artillery and 
cavalry, as well as infantry, passed. 

391. — Sherman Moves North. — In February, General 
Sherman having rested his army, loaded his wagons for his 
march northward through the Carolinas. At first his progress 
was much impeded through the swamps along the coast, but on 
reaching higher ground, meeting but a small opposing force, he 
was soon in the heart of South Carolina. 

Columbia was captured February 17th. 

Much of the city was burned while in possession of the north- 
ern army. The Union soldiers present made eftbrts to save the 
city, but in vain. 

Destroying all railroads and public property on his route, 
Sherman moved northeast through Fayetteville to Goldsboro, 
North Carolina. The Confederates, collecting what forces they 
could to resist the march of the Union army, placed them under 
General Johnston. 

At Averysboro, and two days later, at Bentonville, Johnston 
attempted to defeat a part of Sherman's army while on the march. 
Being frustrated in both of these attempts, he withdrew to Raleigh, 
and Sherman passed on to Goldsboro. 



THE CIVIi, WAR. 401 

Here he met a IFnion force under General Schofield, and again 
the Union soldiers found food, clothing and mail awaiting them. 

While Sherman was moving north, Grant had sent a force 
against Fort Fisher at the mouth of the Cape Fear River. This 
fort, by the aid of the navy under Admiral Porter, was captured, 
and Wilmington soon after surrendered, 

Charleston, South Carolina, was evacuated while Sherman was 
in the state. As a consequence of Sherman's movements, all of 
the Atlantic coast fell into the hands of the Union forces. 

It will be remembered that General Schofield fought at the 
battles of Franklin and Nashville in December. How, then, do 
we find him in North Carolina in March? After the defeat of 
Hood at Nashville, Schofield' s army had been ordered to go by 
railroads and boats to North Carolina to aid Sherman in his march 
northward. So, again, much of the old Atlanta army was to- 
gether in North Carolina. After allowing his army to rest a few 
days at Goldsboro, Sherman was to have moved against Johnston 
at Raleigh, or against Richmond in aid of Grant, but Sherman's 
army had fought its last battle, and earned its rest, which proved 
to be a long one. 

Review — Sherman's March North. 

PLACES. 

Columbia (February 17th). 



Charleston surrendered (February i8th). 
Wilmington surrendered (February 22d, 1865). 
Fayetteville (March nth). 
Goldsboro (March 21st). 



BATTLES. 

Avery sboro, Benton ville. 

392. — Wilson's Raid. — About the time that Sherman was 
completing his march northward, General J. H. Wilson started 
with a force of twelve thousand cavalry from East Port, Alabama. 
Moving south he captured Selma and Montgomery, and was at 
Macon, Georgia, when the war closed. 



40: 



A SCHOOL HISTORY OF THK UNITED STATKS. 
INlAr No. 54. 




Shaded - Confederate, 
Unshaded - Federal. 



SHERMAN'S MOVEMENTS 
FROM MAY 1, 18G4, TO MAY 1, 1865. 



Exercise on Map No. 54. 
The unshaded belt shows the territory covered by Sherman's 
army during the time from May i, 1864, to May i, 1865. Name 
the rivers in order which Sherman's army must cross in his two 
marches. What two marches? Through what states did his 
army march ? Name the large cities captured by him during the 
same time. The light shade belt from Florence, through Selma, 
Montgomery, represents Wilson's raid in progress when the war 
closed. 



THK CIVIL WAR. 403 

While Thomas was destroying Hood's army at Nashville, and 
Sherman was eating out the heart of the Confederacy, and Wilson 
with his cavalry was careering where he would, General Grant 
was holding the last Confederate army in his grasp at Petersburg 
and Richmond. 

While on the march to Raleigh the news of the surrender of 
Lee reached Sherman's army amid the shouts and huzzas of the 
war-wearied veterans. A few days later Johnston surrendered to 
vSherman, who, with his army, marched with light steps and 
lighter hearts to the grand review at Washington, then to their 
far-away homes. 

393. — Petersburg and Five Forks. — During the winter 
General Grant had continued the siege of Petersburg, working 
his way around to the west with the intention of reaching the 
railroads that supplied Richmond. In March, while Sherman 
was moving north, Sheridan with a large force of cavalry- was 
moving south from the Shenandoah valley. Passing down the 
James River near Lynchburg, he destroyed the canal along the 
James River, thereby cutting off the source of supplies to Rich- 
mond. Moving around north of Richmond he reached Grant at 
City Point. 

During the latter part of March, Grant moved Sheridan with 
his cavalry to the west of Petersburg to attack the Confederates 
at Five Forks on the south-side railroad. Here Sheridan won a 
brilliant victory April ist. By this battle nearly five thousand 
prisoners were captured, and the right wing of Lee's army de- 
stroyed. 

The next morning General Grant attacked the Confederate 
lines around Petersburg, driving them into the city, and taking 
many prisoners. 

During this battle, while Jefferson Davis was attending 
church, he received a dispatch from Lee saying that his lines were 
broken and that Petersburg and Richmond must be evacuated. 

That night — April 2-3 — Lee withdrew from Petersburg and 
Richmond, hoping to reach Danville; but Grant's army was too 
far south of him. Finding the Union army in his front, Lee 
attempted to reach Lyuchl)urg to the west, but a large part of his 
trains and thousands of his men were captured. 



404 A SCHOOL HISTORY OF THE UNITED STATES. 

394. — Lee Surrenders. — Lee, Unding Sheridan in his front 
at Appomattox Court-house, and Meade following him, surren- 
dered the remainder of his army to General Grant, April 9th. 

Considering the long and bitter struggle, probably no terms 
known to history, were more magnanimous than those of General 
Grant; the following is a copy: 

Generaiv R. E. Lee, 

Comma7iding C. S. A. 

General: In accordance with the substance of my letter to 
you of the 8th inst. , I propose to receive the surrender of the 
Army of N. Virginia on the following terms, to-wit: Rolls of all 
officers and men to be made in duplicate. One copy to be given 
to an officer designated by me, the other to be retained by such 
officer or officers as you may designate. 

The officers to give their individual paroles not to take up 
arms against the Government of the United States until properly 
exchanged, and each company or regimental commander sign a 
like parole for the men of their commands. The arms, artillery 
and public property to be parked and stacked, and turned over to 
the officer appointed by me to receive them. This will not em- 
brace the side-arms of the officers, nor their private horses or bag- 
gage. This done, each officer and man will be allowed to return 
to their homes, not to be disturbed by United States authority so 
long as they observe their paroles and the laws in force where they 
may reside. Very respectfully, 

U. S. Grant, 

L ieu tenant- General. 

These conditions were immediately and formally accepted by 
General Lee, and peace at last dawned upon the land. 

395. — The Close. — A few days later, General Johnston in 
North Carolina surrendered his army to General Sherman on the 
same terms as those of General Grant. 




.AI>MIRAI- DAVID ('. I AkUAI.fT. 



406 A SCHOOL HISTORY OF THE UNITED STATES. 

In a few weeks all the other forces of the Confederac)-, follow- 
ing the example of Johnston, surrendered to the Union armies. 

President Lincoln died on April 15th at the hands of the 
assassin, J. Wilkes Booth. 

The bells of rejoicing at the surrender of the Confederate 
armies were soon hushed by the death of our beloved President. 

Mingled with the sweets of peace were the bitter fruits of war. 
Probably not less than half a million graves of the divided Amer- 
ican brotherhood, dotted the battle-fields of the sunny Southland. 

The United States owed a debt of nearly three billion dollars 
at the close of the war. Over a million Union soldiers went back 
into the quiet pursuits of civil life without disturbance of any 
form, probably the only occurrence of the kind known to history. 

The South was not so fortunate on account of the overthrow 
of its peculiar social system. Much strife was continued there 
for many years. The slaves were not only made free l)y the 
XIII. amendment to the Constitution, but by the XV. amendment 
the}' were also made voters. 

396. — Review of the Army of the Potomac, 
commanders. 

Major- Generals: Irvin McDowell, George B. McClellan, 
A. E. Burnside, Joseph Hooker, George G. Meade. 

Lieutenant-General U. S. Grant, also conimander-iii-chief of 
all the United States army. 

In Shenandoah valley, Major-General P. H. Sheridan. 

BATTLES FOUGHT. 

First Bull Run. Peninsjilar Campaign: — Yorktown, Wil- 
hamsburg, Siege of Richmond, Seven Pines, Beaver Dam, 
Gaines's Mill, Savage's Station, White Oak Swamp, Malvern Hill. 

Lee's First Invasion. — Second Bull Run, Harper's Ferry, 
South Mountain, Antietam. After the first and before Lee's sec 
ond invasion, Fredericksburg and Chancellorsville. 

Lee' s Second Invasion. — Gettysburg. 

Grant's Overland Campaign. — Wilderness, Spottsylvania, 
North Anna, Cold Harbor, Siege of Petersburg and Richmond, 
Five Forks, Sailors' Creek, Lee's surrender. 



THE CIVIL WAR. 




408 A SCHOOL IIISTORV OF THE UNITED STATES. 

397. — Commanders of tiik Confederatk Armies During 
THE Civil. War. 

ARMY OF NORTHERN VIRGINIA. 

Generals: P. G. T. Beauregard, Joseph E. Johnston, Robert 
E. Lee. 

IN SHENANDOAH VALLEY. 

Generals (Stonewall) T. J. Jackson, and Jubal Early. 

IN THE WEST — IN WESTERN TENNESSEE AND ALONG THE 
MISSISSIPPI RIVER. 

Generals Albert Sidney Johnston (killed at Shiloh), P. G. T. 
Beauregard, and John C. Pemberton. 

IN CENTRAL TENNESSEE AND GEORGIA. 

Generals Braxton Bragg, Joseph E. Johnston, and J. B. Hood. 

CONFEDERATE ARMIES SURRENDERED TO THE UNION FORCES. 

General Buckner's to General Grant at Fort Donelson. 
General Pemberton 's to General Grant at Vicksburg. 
General Lee's to General Grant at Appomattox Court House. 
General Johnston's to General Sherman in North Carolina. 
General Hood's army destroyed in central Tennessee by 
General Thomas. 

Other Confederate forces surrendered at close of war. 



THE CIVIL WAR. 409 



ABRAHAM LINCOI^N'S SPEECH 

AT THE DEDICATION OF THE NATIONAL CEMETERY, GETTYSBURG, 
PENNSYLVANIA, NOVEMBER 19, 1863. 



[To be read in class.] 



Fourscore and seven years ago, our fathers brought forth on 
this continent a new nation, conceived in liberty, and dedicated 
to the proposition that all men are created equal. Now we are 
engaged in a great civil war, testing whether that nation, or any 
nation so conceived and so dedicated, can long endure. We 
are met on a great battlefield of that war. We have come to 
dedicate a portion of that field as a final resting place for those 
who here gave their lives that that nation might live. It is 
altogether fitting and proper that we should do this. But in a 
larger sense we cannot dedicate, we cannot consecrate, we cannot 
hallow, this ground. The brave men, living and dead, who 
struggled here, have consecrated it far above our poor power to 
add or detract. The world will little note, nor long remember, 
what we say here, but it can never forget what they did here. It 
is for us, the living, rather to be dedicated here to the unfinished 
work which they who fought here have thus far so nobly advanc- 
ed. It is rather for us to be here dedicated to the great ta.sk 
remaining before us, — that from these honored dead we take 
increased devotion to that cause for which they gave the last full 
mea.sure of devotion, — that we here highly re.solve that the.se dead 
shall not have died in vain, — that this nation under God .shall 
have a new birth of freedom; and that government of the people, 
by the people, for the people, shall not perish from the earth. 



410 A SCHOOL HISTORY Of THE UNITED STATES. 

EXTRACTS FROM 
PRESIDENT LINCOI^N'S LAST INAUGURAL, 

DELIVERED MARCH 4, 1865. 



[To be read in class.] 



*!• JfC JfC >t* <^ 

Both parties deprecated war; but one of them would make war 
rather than let the Nation survive; the other would accept war 
rather than let it perish. And the war came. One-eighth of the 
whole population were colored slaves These slaves consti- 
tuted a peculiar and powerful interest. All knew that this inter- 
est was, somehow, the cause of the war Each looked for 

an easier triumph, and a result less fundamental and astounding. 
Both .... pray to the same God; and each invokes his aid 
against the other. It may seem strange that any men should 
dare to ask a just God's assistance in wringing their bread from 
the sweat of other men's faces; but let us judge not, that we be 
not judged. ;!=***** :^<: * * 

Fondly do we hope — fervently do we pray — that this mighty 
scourge of war may speedily pass away. Yet, if God wills that 
it continue until all the wealth piled by the bondman's 250 years 
of unrequited toil shall be sunk, and until every drop of blood 
drawn with the lash shall be paid by another drawn with the 
sword, as was said 3,000 years ago, so .still it mu.st be said, "The 
judgments of the Lord are true and righteous altogether. " With 
malice toward none; with charity for all; with firmness in the 
right, as God gives us to see the right, let us strive on to finish 
the work we are in: to bind up the Nation's wounds; to care for 
him who shall have borne the battle, and for his widow and 
his orphan—to do all which may achieve and cherish a just and 
lasting peace among ourselves, and with all nations. 



THE RECONSTRUCTION PERIOD. 411 



CHAPTER XXX. 



THE RECONSTRUCTION PERIOD. JOHNSON AND GRANT. 
1865-1876. 



PARALiyKiv Readings and Correlate Work. 

History: — Audrews's .-/ History of the Last Quarto -Cenltiry in the 
United Stales, Vol. I.; also found in Scribner's Monthly, Vols. XVII. and 
XVIII. Blaine's Twenty Vears of Congress. Pickard's Political Parties. 
Scott's Re-construction During the Civil War. 

Class Readings: — Lincoln's Last Inaugural .Iddress. Whittier's "Cen- 
tennial Hymn" and his "Chicago." 

Historic Fiction: — Tourgee's Pools ICrrand and his Brick 7vithout 
Straii'. 

Civil Government:— XI nth, XlVth and XVth amendments to the 
Constitution. 



398.— Johnson's Administration. — President Lincoln was 
.shot by John Wilkes Booth in Ford's theater on the evening of 
April 14th, 1865; he remained in an unconscious state until the 
next morning, when he died. A few hours later, the Vice-Pres- 
ident, Andrew Johnson, took the oath of office and became Pres- 
ident of the United States. The death of Mr. Lincoln was a great 
.shock to the Nation. He was the South's best friend. While 
he had intense .sympathy for all who suffered hy the war, he enter- 
tained no bitterness towards the .southern people; he would have 
done all in his power to smooth their way back into the Union. 
Perhaps no ruler ever combined the elements of greatness with 
that of goodness in so eminent a degree as did Mr. Lincoln. 

Mr. Johnson, like Mr. Lincoln, sprung from the lowly ranks 
of the poor whites of the South. Although a Carolinian by birth, 



412 A SCHOOL HISTORY OF THE UNITED STATES. 

and a Tennesseean by adoption, he was firmly loyal to the Union 
during the darkest days of the Civil War. As a representative of 
the union element of the South, he was given the second place on 
the national ticket with Mr. Lincoln, and was thus elected Vice- 
President. 

399. — The Grand Review. — Soon after the surrender of 
the Confederate forces, the two great Union armies were ordered 
to Washington. Here on the 23d and 24th of May, 1865, these 
war-worn veterans with bullet-riddled battle-flags passed down 
Pennsj'lvania Avenue in grand review, before the new President 
and a vast concourse of people. The first da}^ was given to the 
Army of the Potomac under General Meade, which occupied six 
hours in passing the grand stand. The second day was given to 
General Sherman's well-drilled, if not so well-dressed, army of 
sixty-five thousand men who had just completed a march of nearly 
two thousand miles through a hostile country. Breaking the ser- 
ried ranks here and there were seen captured mules loaded with 
cooking utensils, chickens, hams and other food picked up on the 
route. In line were also negro families, who had followed the 
army, the younger children were to the number of three or four, 
mounted on a single mule, led by the mother. After witnessing 
for two days the strong, firm, steady tread of this well-organ- 
ized, well-commanded, well-disciplined army, the people returned 
to their homes with confidence in the goverment protected by 
such defenders. 

By the close of the summer of 1865, the Union armj^ of over 
a million men had melted away and lost itself in the citizenship 
of the Nation. 

400. — The Necessity for Reconstruction. — The war was 
ended, but political peace was yet in the future. The South lay 
prostrate and disorganized. The officers of the seceding states 
could not be recognized by the general government as having any 
authority in their respective states; they had all taken oath to 
support the constitution of the Confederate states, they were 
therefore, in effect, aliens to our national government. A part of 
the slaves had been set free by Mr. Lincoln's Emancipation Pro- 
clamation, and a little later, all slavery was prohibited by the r3tli 



THE RECONSTRUCTION PERIOD. 413 

amendment to the Constitution. This amendment was proposed 
by Congress early in 1865, and before the close of the year it had 
been ratified by the required number of states. 

401. — The Two Problems. — Two difficult problems were to 
be solved by the national authorities. First, how shall the seced- 
ing states be reorganized, and brought back in proper relation to 
the general government ? Second, what shall be done with the 
mass of helpless freedmen so unprepared to care for themselves ? 

Unfortunately, these problems were made doubly difficult 
because the President and Congress did not agree as to the best 
method of solution, and because the solution of one involved the 
solution of the other. President Johnson assumed that, as the 
ordinances of secession were illegal, none of the states had ever 
been out of the Union. Congress also held that the acts of seces- 
sion were illegal, but by these acts of secession the states had 
become disorganized, and were, therefore, practically out of the 
Union, and could regain their organic relation in the Union, only 
by special legislation. 

Loyal state governments had been organized in Tennessee, 
Arkansas, lyouisiana and Virginia. These Mr. Johnson recog- 
nized. Under different proclamations of President Johnson, con- 
ventions were called and elections held in the other seceding 
states. These state conventions repealed the ordinances of seces- 
sion, ratified the 13th amendment, and organized state govern- 
ments. But when the newly-elected Senators and Representatives 
presented themselves to Congress, they were not admitted. 

The Constitution says, "Each house shall be the judge of the 
election, returns, and qualifications of its own members." By 
this it will be seen that Congress had the power to obstruct Presi- 
dent Johnson's plan of reconstruction. The Senators and Repre- 
sentatives from Tennessee were, however, without much delay, 
admitted to seats in Congress. This state thus became the 
first seceding state to be restored to its former relation in the 
Union; it was also the onl}' one readmitted by the President's 
plan. It is also probable that more of its people were loyal to the 
Union during the war than those of aiiy other seceding .state. 
The other ten states remained under military government for 



414 A SCHOOL HISTORY OF THE UNITED STATES. 

some time longer, the last three not being readmitted until 
1870, under President Grant's administration. 

402. — The Freedmen.— Just at the close of the war the 
Freedmen's Bureau was organized b\' the general government to 
aid and protect colored men and the poor whites of the South. 

The Civil Rights Bill, though vetoed b}- the President, was 
also passed during Johnson's administration. This law gave the 
negro the rights and protection of citizenship throughout the 
Nation. Up to the passage of this bill, a colored man, in many 
states, was not recognized as a citizen, and could not, therefore, 
testify in court, and perform many other acts of citizenship. 

403.— The XlVth and XVlh Amendments.— The 14th 
amendment was proposed b\' Congress in 1867, and before the 
close of the next year it was ratified by the required number of 
states. The substance of the first section is to make former 
slaves citizens, and to give them protection under the law. In 
this .section we have for the first time a full, legal definition for a 
"citizen of the United States, and of a state." [See Amendment 
XIV., Paragraph I.] Congress required the states yet out of the 
Union to ratify this amendment as a condition of readmission. 
P'inally in 1869 the 15th amendment, which gives the freedmen 
the 1)allot, was proposed by Congress. The .states not yet read- 
mitted were required to ratify this amendment also, before they 
were permitted to take their old place in the Union. This 
they did, and the required number of states having ratified the 
amendment, it became a part of the Constitution. To repeat: 
the 13th amendment freed the slaves, the 14th made them citi- 
zens, the 15th gave them the ballot. The last two amendments 
were an outgrowth of the long struggle between the President 
and Congress, and of the natural opposition of the white people 
of the vSouth to the new order of things. 

In 1870, Texas again took her place in the sisterhood of 
states. It is a curious coincidence that Texas, the last slav^e 
state admitted to the Union, was also the last ex-slave state to be 
readmitted. 

404.~The So-Called "Carpet Bag" Government.— At 
the close of the war, many northern people migrated to the 



., THE RECONSTRUCTION PERIOD. 415 

South, among whom was quite a sprinkling of ex-union soldier'? 
As many of the more intelligent class, the ex- Confederate lead- 
ers, w-ere excluded from taking part in the reorganization of the 
new state governments, the political power naturally fell into the 
hands of the negroes and the "carpet-baggers" as the citizens 
[rom the North were called. 

The result was a most extravagant, corrupt, and all-around 
bad government in several of the southern states. This is known 
as the "carpet-bag rule." As might be expected, the unedu- 
cated and inexperienced ex-slaves made bad work at self-govern- 
ment. This experiment was, perhaps, necessary under the 
circumstances. The northern people thought it unjust to the 
ex-slaves to leave them to the tender mercies of their former 
masters; they also believed it dangerous to the Union to place the 
government of the southern states in the hands of the ex-Confed- 
erates who had so recently and so desperately fought to destroy it. 

The distru.st of the northern people w-as but natural at that 
time and under those conditions; but it has long since passed 
away. So the ballot was given to the freedmen, but it was a dan- 
gerous experiment. A razor in the hands of a child is dangerous 
both to himself and to his friends. 

405. — The Impeachmeat of President Johnson. — The 
quarrel between the President and Congress continued to grow 
more bitter, until finally Congress, in order to curb his power, 
passed the Tenure of Office Act. This law prohibited the Presi- 
dent from dismissing certain United States officers without the 
consent of the Senate; this included even the members of his own 
cabinet. The Constitution says, the President "shall nominate, 
and by and with the advice and consent of the Senate, shall 
appoinf'' certain officers, but says nothing about removal from 
office. President Johnson therefore denied the right of Congress 
to pass such a law. Being dissatisfied with Mr. Stanton, Secre- 
tary of War, who was in sympathy with Congress, the President 
removed him from office without the consent of the Senate. The 
House of Representatives promptly impeached President Johnson 
before the Senate for high crimes and misdemeanors. The 
removal of Secretary Stanton was not the only "crime" named in 



416 



A vSCHOOL HISTORY OF THE UNITED STATES.' 



the impeachment, but it was one of the principal charges. The 
result of the trial was thirty-five for conviction and nineteen for 
acquittal, but as a two-thirds' vote is required to convict, Presi- 
dent Johnson escaped removal from office by one vote only. 

406. — Mexico. — While the United States was struggling for 
its very existence during the Civil War, Napoleon III., of France, 
sent an array to Mexico to overturn that republic, and in its place 

to set up an empire. Max- 
imilian of Austria was per- 
suaded to become its emperor. 
We were at that time too 
much occupied with home 
affairs to pay much attention 
to Mexico, but at the close 
of the war, a part of the 
army under the command of 
General Sheridan was sent 
to the Rio Grande frontier. 
This act, coupled with a pro- 
test from our government, 
induced Napoleon to with- 
draw his French soldiers from 
American soil. Maximilian 
bravely remained with his 
Mexican subjects, but was 
soon overthrown, captured, 
PRESIDENT ANDREW JOHNSON. tricd for trcasou, convicted 

and shot. 

407. — Purchase of Alaska. — In 1867 Alaska was purchased 
from Russia for $7,200,000. The area of this territory is more 
than half a million square miles. Many people, at the time of 
the purchase thought it a high price to pay for fields of ice and 
barren rock; but its fisheries, its pine forests, its gold mines and 
other mineral wealth make it a valuable addition to our national 
domain. It is also one step toward making all north of the Gulf 
of Mexico a part of the "Great Republic." 

408.— Presidential Election of 1868.— In 1868 General 




THE RECONSTRUCTION PERIOD. 417 

Grant was nominated for President by the Republican, and 
Governor Seymour of New York, by the Democratic party. In 
the election that followed, Grant received 214 electoral votes, and 
Seymour 80. The popular vote was also largely in favor of the 
Republican candidates. This election, the first since the war. 
showed that the people sustained Congress in its reconstruction 
methods as against the policy of President Johnson. 

409.— Grant's Administration.— 1869-1877.— After the 
inauguration of General Grant in i86g, Congress and the Kxe- 
cutive were in harmony on the matter of reconstruction. During 
Grant's two terms much discord and bad government continued 
in the South. A few troops were kept there in order to sustain 
the reconstructed state governments, and to protect the colored 
men. The ex-Confederates being in the minority, attempted by 
intimidation and by fraudulent elections to regain control of the 
state governments. Bands of armed men, known as the Ku- 
Klux-Klan, in fantastic dress, went about the country at night 
committing deeds of violence for the purpose of terrifying col- 
ored voters. Finally, when Mr. Hayes became President, he 
withdrew the troops from the South, and immediately the old 
ruling class returned to power. Since that time the negroes, 
though in the majority in some states, have had little to do with 
the government. 

The conclusion of the whole matter of reconstruction is this: 
The Republican administrations succeeded in giving to the negro 
civil equality and legal protection; but the South was finally suc- 
cessful in largel)' suppressing the colored vote, and in regaining 
control of the state governments. In due time the colored man 
will regain, through education and training, what is now his b>- law, 

410.— The Pacific Railroad. 18(J9.— The Union and the 
Central Pacific Railroads, forming one line from Omaha to San 
Francisco, were completed May loth, 1869. As the last spike 
was driven, b}' means of proper telegraphic connections, the click 
of each blow was heard in all the principal telegraph offices of 
the United States. The completion of this overland route marks 
an epoch in our history. Henceforth the East and West are 
united by bonds of steel. Vice-President Colfax in a speech eel- 



418 



A SCHOOL HISTORY OF THE UNITED STATES. 



ebrating the event said, "Before the completion of this road 
California was the Achilles's heel of the Nation." San Francisco 
and Boston are now nearer in point of time, than were Mt. Ver- 
non and New York in Washington's day. Several other trunk 
lines now connect the Mississippi valley with the Pacific coast. 
vSouthern California, once a desert, now sends its luscious fruits, 
with those from other Pacific regions, to all parts of the United 
States by these great railroad lines. 




HON'. JAMES G. BLAINE 

411. — Santo Domingo. — 1870. — The republic of Santo 
Domingo on the Island of Hayti wished to become a part of the 
United States. President Grant very earnestly favored its annex- 
ation, and sent a commission to the island to investigate the 
matter. This committee reported favorably, but the Senate by a 
decided majority rejected the proposition. The President very 
gracefully jnelded, stating in his message to Congress that he 
had no policy to enforce against the will of the people. 



THE RECONSTRUCTION- PERIOD. 41t) 

412.— The Chicago Fire.— 1871.— Sunday evening. Octo- 
ber 8, 1871, the great Chicago fire began; all that night, all of 
Monday and Monday night it raged; not until Tuesday was it 
brought under control, and the charred ruins smoldered for 
weeks after. This was one of the most destructive conflagrations 
known to histor}-. Nearlj^ one hundred thousand people were 
rendered homeless. Probably $200,000,000 would not cover the 
losses. More than three square miles were burned over. A mer- 
chant owning two stores a mile apart lost both in this fire. 
Streets, bridges, tunnels and parks were thronged with these 
panic-stricken people, fleeing for their lives. The ruffian and 
the fiend here found their opportunity. Fortunately, General 
Sheridan was there with a few regular troops to aid inprotecting 
the helpless mass. The legality of Sheridan's presence with sol- 
diers was questioned by some, but those who were sheltered by 
his manly, vigorous arm feel that self-preservation is above any 
technical law. Chicago, as the fifth city in rank, went down 
under the fire-fiend, but, phenix-like, it rose from its ashes to the 
second city on the continent. 

413.— The Geneva Award. — 1871-2.— During the time of 
our trouble with the South the Confederates were permitted to fit 
out vessels of war in British ports. This was a violation of the 
law of nations, but the English government claimed to know 
nothing of the object for which these vessels were built. Our 
government claimed that it was her duty to know and to keep 
them from leaving her ports. 

Soon after the war, steps were taken to recover damages of 
Great Britain for the injury done our commerce by these Confed- 
erate cruisers. The Alabama was the most famous of these ves- 
sels, hence the name, "Alabama Claims." For a time the.se 
demands were ignored by the British government, but finally by 
the treaty of Washington, a board of arbitration was created to 
which was assigned the power to decide as to the justice and the 
amount of these claims. After several months' session in the 
city of Geneva, Switzerland, the board awarded the United vStates 
the sum of $15,500,000. 

Appomattox and Geneva! the first, the dawn of peacL- to our 



420 



A SCHOOL HISTORY OF THE UNITED STATES. 



own Nation; the second, a harbinger of peace to all nations; 
and both sealed b}' the hand of our soldier-hero, U. S. Grant. 

414. — The Greeley Campaign. — 1872. — When the time 
for another presidential election drew near, many in the Repub- 
lican party sought to defeat the renomination of President Grant. 
But to the mass of the party he was a hero, and opposition 
was hopeless. The opposition known as "Liberal Republicans" 
called a convention, and nominated as their candidate for Presi- 




HON. HORACE GREELEY. 



dent, Horace Greeley, the famous editor of the New York Tribune. 
The Democrats at that time being in a hopeless minority, 
accepted Mr. Greeley as their candidate. Mr. Greeley had long 
been an enemy to the Democratic party, hence many of that 
party refused to vote for him. He met a crushing defeat in a 
weakened physical condition, A few weeks later he died, and 
the electoral votes intended for him were scattered among other 
candidates. 



THE RECONSTRUCTION PERIOD. 421 

415. — The Stock Bxchange. — The stock exchange in the 
cit}- of New York accomplishes the same purpose as do the boards 
of trade in our larger cities. It is the place of meeting for the 
buyer and the seller. As the board of trade is the meeting place 
of those who deal in the products of the farm, so the stock 
exchange is the meeting place of those who buy and sell stocks. 
There is a prejudice in the minds of many people against boards 
of trade and the stock exchange. Both are necessary; should 
either be abolished, something must take its place. They both 
offer tempting opportunities for the spirit of gambling, and much 
harm to the Nation at large sometimes results from this practice. 
But with the evil comes more of the good. A "bull" is one who 
tries to raise the price of an article; a "bear" is one who seeks 
to depress the price. A legitimate buyer is naturally a "bear," 
though the effect of his buying tends to raise the price. The 
honest seller is naturally a "bull" but the effect of the selling 
Ljay be to "bear" the market. 

416. — Greenbacks and Gold. — Early in the Civil War the 
national government issued treasury notes known as greenbacks; 
these were made legal tender in payment of all debts within the 
United States. Gold and silver, as money, quickly disappeared, 
and were bought and sold as merchandise. As the greenback- 
dollar became cheaper, gold, like all other property, became 
dearer, until during the gloomiest days of the war, it took nearly 
three paper dollars to buy one of gold. The highest price 
reached by gold was 285. As the national credit improved, the 
greenback came gradually nearer its par value, until by the fall 
of 1869, gold was quoted at 130. The price of all property within 
the United States was measured by the greenback dollar, but real 
values still continued to be measured everywhere by gold and sil- 
ver, hence all commercial transactions with foreign nations must 
be on the coin basis. 

In order to meet the payment of interest on the public debt, 
which w^as payable in "coin," all import duties were required 
to be paid in coin. In this way the national treasury was 
always supplied with a gold reserve. When this grew larger 
than was necessary for the needs of the government, a part 



422 A SCHOOL HISTORY OF THE UNITED STATES. 

of it was sold and the proceeds turned into the national 
treasury. 

417.— Black Friday.— 1869.— In the fall of 1869, Wall 
street, the great money center of the western continent, was the 
scene of a fearful money panic. Fisk and Gould had "cornered" 
the gold market in order to force its price to the highest possible 
point, with the purpose of selling to those who must have the 
gold. They succeeded in sending the price to 1 60. In the midst 
of the wildest excitement, the Secretary of the Treasury tele- 
graphed the sale of $4,000,000 by the gov^ernment; this broke the 
"corner." Gold fell within a few minutes to its normal price. 
It was indeed a "Black Friday" to the many who were financially' 
ruined that day. The effects of the panic were felt throughout 
the Nation for many months. 

Nearly ten years later, January i, 1879, the United States 
resumed specie payments. But this was reached only by much 
depression in trade and suffering among the laboring classes. As 
the price of everything had been enormously increased by the 
inflated national war-currency, so now, as prices gradually went 
back to a gold basis, everything became cheaper; and the results 
were the financial panic of 1873, and the extended railroad strikes, 
of 1877. 

418.— The Panic of 1873 and its Results.— September 
19, 1873, was a .second Black Friday in the stock exchange in 
New York city. The first Black Friday was a bull day, the sec- 
ond, a bear day. In the first, Jay Gould was evil incarnate; in 
the second, a blessing. In the first, he caused the ruin of man}' 
stock-brokers; in the second, by timely purchase of stock, he sus- 
tained the market, and thus .saved some from financial ruin. 
This panic had several causes, (i.) One was the reaction from 
the inflated condition of business, resulting from the war period. 
(2.) Another was the lo.sses resulting from the Chicago and Bos- 
ton fires. (3.) Since the close of the war immense sums of money 
had been spent in the construction of railroads and other great 
enterprises, and all largely with, borrowed capital. The causes of 
the panic had been at work for some months; but the failure of 
the big banking-house of Jay Cooke and Co., who had invested-; 



th)v reconstruction period. 423 

too heavily in the Northern Pacific railroad, was the immediate 
cause. Other New York banks soon followed, and the panic 
spread like wild-fire overthe entire Nation. Credit was refused; 
debtors were pressed for pa\ment; all stocks fell rapidl\-; even 
government bonds declined in value. Run on banks caused many 
of them to fail; many saving.s-banks suspended, causing much 
loss and distress among smaller depositors. Factories and 
machine-shops closed, or run on short time. All these conditions 
are common to an}' general financial panic; to describe one is to 
describe others. The depression from this financial crash " drag- 
ged its slow length along ' ' for several years. The slowness of 
recovery may have been from two causes, the movement toward 
resumption of specie payments, and the demonetization of silver. 
Both acted in the same direction, to increase the value of specie 
(gold), the basis toward which all values were now tending. It 
was like attempting to climb a hill while the hill steadily ro.se in 
front of the climber. 

419.— Indian Troubles.— 77/^ Modoc \Var.—i8'j3.—X)m- 
ing Grant's administration two Indian outbreaks occurred. The 
Modoc Indians living near the line between California and Ore- 
gon, treacherously murdered General Canby and two peace com- 
mi.ssioners who had gone under a flag of truce to treat with them. 

The national troops were sent against them, and after a stout 
resistance among the lava-beds the Indians were either killed or 
captured. The remnant of the tribe was taken to the Indian 
Territory. 

The Ciistcr Massacre, June 25, i8j6. — During Centennial year, 
'the vSioux under Sitting Bull took the warpath. General Custer, 
who had won distinction as a young cavalry officer in the Civil 
War, was sent against them with a small force of cavalry. They 
were overcome by an overwhelming force of Indians, and gallant 
General Custer, with every man under his immediate command, 
was killed. This calamity was caused by the rash bravery of the 
lamented Custer. The Indians were finally driven over the Brit- 
i.sh frontier. After a sta>- of several years in Manitoba, Sitting 
Bull and his band were permitted to return to their reservation in 
Dakota. Other Indian outbreaks on the western plains and 



424 



A SCHOOIv HISTORY OF THE UNITED STATES. 



among the Rocky Mountains were afterward successfully put 
down by the national troops under General Miles, who also had 
made an honorable reputation in the Civil War. 

420.— The Centennial Exposition. — 1876. — President 
Grant's second term is marked by the Centennial Exposition 
which commemorated the one hundredth anniversary of Ameri- 
can independence. An invitation was extended to all the nations 
of the world, to which nearh' all responded. The Centennial 




MAIN BUILniNG. 

Centeuiiial Exposition, Philadelphia, Penu., 1876. 

Exposition was opened at Philadelphia, May lo, 1876. A cho- 
rus of one thousand voices sang Whittier's Centennial Hymn in 
the presence of a hundred thousand people: 

" Our fathers' God! from out whose hand 

The centuries fall like grains of sand, 

We meet to-day, united, free, 

And loj'al to our land and Thee, 

To thank Thee for the era done, 

And trust Thee for the opening one." 



THE RECONSTRUCTION PERIOD. 425 

It was a fitting expression from a grateful people, penned by 
one of her most loj'al poets. One hundred years before, the 
American colonies declared their independence, and the exposi- 
tion was a grand memorial to that event. Here products from 
all climates, specimens of art and manufacture from all parts of 
the globe, were brought for exhibition. The attendance was 
larger than at any previous international exposition, except that 
of Paris nine years before. From the opening to the close 
November loth, the total admissions were 9,900,000. The Phila- 
delphia Exposition was closed on the Sabbath, while at Paris the 
gates were open seven da3's in a week. Taking into account the 
fifty or more extra days during which the Paris Exposition was 
open, the Philadelphia Exposition surpassed even this largest 
European international show. The Centennial Exposition was 
eminently successful. 

421.— The Jetties.— 1875=1879.— The Mississippi River 
annually carries down to the gulf immense quantities of matter, 
which on reaching the more quiet waters, settles to the bottom, 
thus forming sand-bars. The lower Mississippi is capable of 
floating the largest ocean ships when free from sand-bars. The 
ordinary method of dredging was not successful in keeping the 
channels clear. Captain Eads, the engineer and builder of the 
St. lyouis bridge, proposed to the national government the idea of 
making the Mississippi do its own dredging. His plan was to 
commence at the south pass, the principal outlet of the river, and 
build two parallel jetties extending into the gulf beyond the bar, 
thus restraining and directing the current of the outflowing water. 
This confined stream would have a more rapid current and would 
in this wa)' scour its own channel through the bar. Congress 
agreed to pay Captain Eads his price under condition that he 
should produce a thirty-foot channel. His plan was a complete 
success. The commerce of New Orleans was enormousl>- increased 
as a result, and the whole Mississippi valley has felt the benefit. 

422.— The East River Bridge.— 1870=1883.— The sus- 
pension bridge between New York and Brooklyn was connnenced 
in 1870 and completed in 1SS3. John A. Roebling, the govern- 
ing genius in its construction, died before its completion, l>ut his 



426 A SCHOOL HISTORY OF THE UNITED STATES. 

son carried on the work. The main span of this immense struc- 
ture is nearly one- third of a mile long and is 135 feet above the 
water, allowing vessels with the tallest masts to pass under it. 
The cost was $15,000,000, a sum closely associated in mind with 
the IvOuisiana purchase and with the Geneva award. 

423. — The United Slates Signal Service. — Near the close 
of the war the weather-bureau was organized, and was for a num- 
ber of years under the War Department, but it is now a bureau 
of the Interior Department. By means of the signal service, 
-approaching storms, changes in temperature, and rise of rivers 
can be told. It is of the greatest value to commerce, railroading 
and farming. 

424. — Hayes and Tilden; Electoral Commission. — By 
the time Grant's second term drew to a close, the Democratic party 
had partly recovered from its former defeats. It had been 
strengthened by the addition of the newly reconstructed states, 
and b}^ a large number of ' ' Liberal Republicans ' ' who had 
become dissatisfied with President Grant's administration. Sam- 
uel J. Tilden, of New York, was placed at the head of the Dem- 
ocratic ticket. He had been Governor of the state of New York 
and had aided in overthrowing the " Tweed ring" in New York 
city. General R. B. Hayes was nominated for President by the 
Republican party. The election was very close; so close as to 
make it difficult to know who was really the choice of the people. 
Mr. Hayes, in order to be elected, must receive the electoral votes 
from some of the reconstructed states. But some of these states 
were in such a disorganized condition, and there was so much 
intimidation of the colored vote, that it was difficult to decide 
what was the honest vote. Two sets of returns were sent from 
several of the southern states. If one set were counted Mr. Til- 
den would be elected, if the other, Mr. Hayes would become 
President. The Constitution gives no instruction as to what shall 
be done under such circumstances. It reads thus: " The Presi- 
dent of the Senate shall, in the presence of the Senate and the 
Hou.se of Representatives, open all the certificates, and the votes 
shall then be counted y The questions were, (i) zvhich set of 
returns .shall l)e counted? (2), who shall count them? If the 



THE RECONSTRUCTION PERIOD. 427 

Vice-President were to decide and count, he, being a Republican, 
would naturally count the Republican returns. If the Senate and 
the House together were to decide as to the returns, no decision 
could be reached, as the House was Democratic and the Senate 
Republican. Congress, as a compromise, passed the Electoral 
Commission Bill. This Commission was composed of five 
members of the House, five members of the Senate, and five 
Justices of the Supreme Court. All double returns were re- 
ferred to this Commission for decision. The result was in favor 
of Mr. Hayes. During the period of doubt, until the final decis- 
ion was reached, thoughtful men of all parties were fearful of 
another civil war. Congress has since passed a very carefulh'- 
prepared law covering all pOvSsible difficulties that may arise. 



428 A SCHOOIy HISTORY OF THK UNITED STATB8. 



CHAPTER XXXI . 



ADxMINISTRATIONS OF HAYES, GARFIELD, ARTHUR. CLEVELAND, HAR- 
RISON, CLEVELAND, m'kINLEV AND ROOSEVELT. 
1 877- 1 907, 30 YEARS. 



ParalI/EIy Readings and Correlate Work. 

History: — Andrews's A History of the Last Quarter-Century in the 
United States, Vol. II.; also found in Vols. XVII., XVIII., and XIX., Scrib- 
ner's Magazine; Blaine's Tzventy Years 0/ Congress. 

Civil Government: — Coinage laws; Bimetallism; Labor and Capital. 



425.— Hayes's Administration, 1877=1881.— March 4, 
1877, Mr. Hayes became President. Four things tended to make 
President Hayes's administration unpopular. First, the President 
and Mrs. Hayes banished wine from the White House; it was not 
permitted at the banquet-table even on state occasions. This was 
an innovation on long established custom, and aroused some 
resentment and much ridicule from anti-temperance people. Sec- 
ond, President Hayes withdrew most of the Federal soldiers from 
the southern states, thus leaving the Union men in the South and 
the negroes to their fate — whatever that might be. Those Repub- 
licans known as ' ' Stalwarts ' ' bitterly opposed this act of the 
President. Third, the men chosen by President Hayes to fill the 
offices of the government were the best he could find, without 
much regard to political influence. All the officers in the civil 
service were expected to refrain from taking an active part in pol- 
itics. This policy displeased the place-hunters, and those Repub- 
licans who believed that "to the victor belong the spoils." 
Fourth, the President could not receive much sympathy or 
encouragement for his liberal policy from the Democrats, as 



HAYES'S ADMINISTRATION. 



429 



they believed that he held his position bj- fraud; on the other 
hand he was unpopular with many of his own party because of 
his effort to improve the civil service, and because of his with- 
drawal of the troops from the South. Notwithstanding all these 
opposing influences, the administration of President Hayes was 
eminently successful, comparing favorably with the best adminis- 
trations in our history. 

426.- Resumption of Specie Payments.— January 14, 




•RESIDENT R. B. HAYES. 



1875 theResumption Act had been passed, fixing January i. 1879, 
as the time at which the United States would resume specie pay- 
ments. As January i, 1879, drew near, the greenbacks rose in 
value; two weeks before the day fixed for beginning gold pay- 
ments, they reached par. For seventeen years gold and silver 
had disappeared as money, and the greenback, as legal tender, 
had been the unit-measure of value. When the greenbacks rose 
towards their par value, the price of everything fell in the same 



430 A SCHOOL HISTORY OF THE UNITED STATES. 

ratio. This brought distress to the people — the usual result of 
falling prices. 

427.— The Political Contest of 1880.— A large and influ 
ential membership of the Republican party was determined to 
nominate General Grant for President. This would be a third 
term for him; but four years had passed since he had vacated the 
office, hence his election would not mean three consecutive terms. 
But the influence of the example set by Washington in refusing 
a third term, was so strong that with all of General Grant's pop- 
ularity, he failed in the nomination. James A. Garfield, of Ohio, 
was made the standard-bearer of the Republican party, and Gen- 
eral W. S. Hancock of the Democratic party. Each of the can- 
didates had made a creditable record in the Civil War. General 
Garfield was elected President by a close popular vote; the elect- 
oral vote was, however, more largely in his favor. Chester A. 
Arthur, of New York, was elected Vice-President. 

428.— Garfield and Arthur, 1881=1885.— The career of 
Mr. Garfield was a most brilliant one, and his life is an inspiration 
to American boys. From a mule-boj- on the tow-path of an Ohio 
canal, he rose rapidly, passing through Williams College and 
becoming president of another college before the Civil War. 
While in the army, he made a gallant record, coming out as 
Major- General. During the war he was elected to Congress, and 
soon became a leader. After several successful years in the 
House, his state elected him Senator; but before the time to take 
his place in the Senate arrived, the Nation chose him for Presi- 
dent. 

President Garfield was much annoyed by the large number ot 
ofl&ce-seekers. He was a statesman, and loved the study of great 
economic questions; to spend his time in assigning places to 
an army of political and personal friends, was very distasteful to 
him. James G. Blaine, from Maine, was made Secretary of State. 
This appointment was very offensive to Roscoe Conkling, Senator 
from New York. Senator Conkling had been the leading spirit 
in the effort to nominate General Grant for a third term. Sena- 
tor Blaine had been the leading candidate against Grant; and 
though he could not himself receive the nomination, he prevented 



GARFIELD AND ARTHUR. 



431 



Grant from getting it. In addition to this political difference, 
Conkling and Blaine had, for some years, been personal enemies. 
Other presidential appointments, especially those in New York 
state, increased the bitterness between the President and Senator 
Conkling. In a fit of rage, the two Senators from New York 
(Conkling and Piatt) resigned, and appealed to the state legisla- 
ture to re-elect them as an indication of the state's approval of 
their opposition to the President. This the legislature refused to 




PRESIDENT JAMES A. C.ARFIELD. 

do. and sent two new men to the Senate. This closed Mr. Conk- 
ling's political career; he afterward won success in the practice of 
law in the city of New York. All tlie.se difficulties were the 
cause of much excitement in the political world. President Gar- 
field had never .shown him.self zealous for the merit system in the 
civil .service. In the political contest which made him Presidem, 
he had been active in urging the as.sessment of all officers in civil 
service for political purposes. Now, as President, he was made 



432 A SCHOOL HISTORY OF THE UNITED STATES. 

aware of the evils resulting from the "spoils system" in the 
appointment of oflScers, 

429. — Assassination of President Garfield. — Less than 
four months from his inauguration, President Garfield was shot 
by an assassin named Giteau. On the morning of the tragedy, 
July 2d, the President accompanied by Secretary Blaine, entered 
the railway station in Washington, with the purpose of making a 
trip to the east. The assassin was one of the numerous disap- 




PRESIDENT CHESTER A. ARTHUR. 



pointed office-seekers. 

When af rested he exclaimed, "lam a stalwart, and Arthur 
is President." President Garfield lingered through weeks of 
intense suffering until September 19th, when death came to his 
relief. Chester A. Arthur now became President. 

430. — Civil Service Reform. — During President Arthur's 
term of office Congress passed a law creating the Civil Service 
Commission . 



LABOR TROUBLES. 433 

This Commission is composed of three members, whose duty it 
is to hold examinations for the purpose of finding those persons 
best fitted to fill positions in the civil service of the general gov- 
ernment. These examinations are open to all, regardless of polit- 
ical opinions. When vacancies occur, the President or officers 
under him, apply to the Commission, who recommend persons 
who have, by examination, shown themselves fitted for the place. 
This is an infinite improvement on the old "spoils system," 
which was both dangerous and corrupting in its tendency. Dur- 
ing each administration (Democratic or Republican) from Arthur's 
time until the present, the system has been gradually extended, 
until now the greater part of the civil service appointments are 
made through the merit system. This system has been adopted 
by a number of states, especially in the larger cities. 

431.— Railroad Strikes. — In 1877 occurred one of the most 
noted railroad strikes in our history. Baltimore, Pittsburg and 
Chicago were the scenes of bloody riot. The greatest destruction 
of railroad property was, perhaps, in Pittsburg. Many of the 
citizens of this city seemed to sympathize with the strikers, and 
with their destruction of railroad property. The final loss was 
not to the railroads, but to the people of Allegheny County, Penn- 
sylvania, who are yet burdened with debt brought upon the 
county in payment to the railroad companies for the destruction 
of their property. About the same time there were numerous 
strikes among the coal mines of Pennsylvania. 

There was much uneasiness throughout the country caused 
by the fall of prices and contraction of currency. The effects of 
the panic of 1873 were still felt. By the close of the Hayes 
Administration financial difficulties had largely passed away, and 
the Nation was on the highway to prosperity. 

432. — Labor Troubles. — Railroad Strikes. — The last quar- 
ter-century has been full of strikes and lock-outs, blacklisting and 
boycotting. We have already studied about the railroad strike 
of 1877. The year 1886 is noted for its numerous strikes in many 
departments of labor. Some of the most serious were the street 
railway troubles in New York and other cities. The summer of 
1894 brought the united railroad strike in sympathy with the 



434 A SCHOOL HISTORY OF THE UNITED STATES. 

Pullman workmen. This strike was under the direction of the 
American Raihva}- Union, and extended from the Pacific to the 
Great Lakes, Chicago being the storm-center. It will be noticed 
that following each of the two great expositions, at Philadelphia 
and at Chicago, were the two greatest railroad strikes in our history. 

The Molly Maguires of the Penns54vania coal-mining districts 
became a terror in all that region of country. The " Mollies" 
were a secret society, having their passwords, signs, and grips. 
They were strong enough to control elections, some members of 
the order becoming constables, policemen and county officers. 
The Mollies hated the railroad magnates as they did the ' ' coal 
barons." Railroadmen, whether on train or at station, were 
murdered while at their work; trains were wrecked; strangers 
feared to travel through these dangerous districts; even peaceable 
residents feared to go about unarmed. These outrages continued 
for about ten years. All law seemed powerless to convict the 
guilty, until 1875 when it got its grip on the order. There have 
since been strikes in these regions, but the Mollies are no more. 

Troubles in California. — For several years immediately fol- 
lowing the disorder in Pennsylvania, " Kearneyism " held sway 
in California. Denis Kearney was the leader in opposition to the 
Chinese, and to the great railroad magnates. Their political war- 
cry was, " The Chinese must go," and " Down with the thieving 
politicians and the blood-sucking capitalists." These were 
extreme views, but the result was that the constitution of Cali- 
fornia was changed to agree somewhat with the sentiment of the 
more radical element in the state. Public opinion in the Pacific 
states was, and is now, opposed to Chinese immigration. These 
.states were ultimately successful in having a United States law 
passed excluding the Chinese. At a distance, this law seems 
harsh and un-American; but to those living on the Pacific coast, 
the question is: Shall our coast become American or Mongolian ? 
It is a matter of self-preservation to residents of that region. 

Causes of Discontent. — Of course there must be a cause for all 
this uneasiness among the laboring classes. It is the duty of our 
statesmen, our capitalists, and our lovers of humanity to find the 
cause and apply the remedy'. 



"WHO IS MY NEIGHBOR?" 



435 



We fear and repress, when we should look and apply the 
remedy. 

433. — ** And Who is my Neighbor?" — After years of bitter 
political strife, in which many cruel things had been said of him, 
Mr. Lincoln could generously say in his last inaugural addre.ss, 
"With malice towards none, with charity for all." The southern 
people now honor the memory of this great-hearted chieftain who 
they once supposed was their enemy. 




FRANCES E. WILLARH. 
PRESIDENT woman's CHRISTIAN TEMPERANCE UNION. 

General Grant, at the head of a million soldiers, pushed with 
terrific energy the South in arms, but when the cry came, "We 
surrender," he quickly extended the hand of mercy and friend- 
ship. To the officers he said, "Keep your side-arms and private 
efi'ects;" to the privates, "Keep your horses; you will need them 
to make crops for the families depending upon you for support." 
To all he said, "Go in peace; return to your homes, not to be 
disturbed by the United States' authority so long as you observe 



436 A SCHOOL HISTORY OF THE UNITED STATES. 

the laws in force where you reside." These were generous terms; 
and twenty years later when Grant at Mt. McGregor was slowly 
dying from cancer, the southern people forgot the intervening 
years of political strife, and ioined the North in sympathy for the 
silent sufferer. 

It is worthy of notice that the three foremost men of the Civil 
War, lyincoln, Grant and Sherman, were men of peace. Each 
abhorred war, and took no interest in military pomp. 

When President Garfield fell by the assassin's hand, the 
world watched by his bedside during weeks of anguish, and liter- 
ally counted his pulse-beats. The people remembered with 
admiration his tribute to motherhood and home, when after his 
inaugural, he stooped and kissed his mother in the presence of 
that vast throng. 

When Charleston, S. C, was destroyed by an earthquake in 
1886, the very men who hurled the thunderbolts of war into that 
rebellious city, responded heartily with ready help to the needy, 
now no longer enemies, but neighbors in distress. 

When Memphis, Tenn., was stricken by that dread disease, 
the yellow-fever, the North, South, East and West hastened to 
its aid, pouring in the oil and wine of sympathy. Physicians, 
nurses, and financial support hurried to its relief. 

When the fire of ' 7 1 wiped out a large part of Chicago, the 
world reached out its hand in benevolence. Let Whittier tell it: 
" Men said at vespers; ' All is Well ! ' 
In one wild night the city fell. 

Men clasped each others' hands, and said, 
The city of the West is dead! 

Swift words of cheer, warm heart-throbs came; 

In tears of pity died the flame. 

From East, from West, from South and North, 

The messages of hope shot forth , 

And underneath the severing wave 

The World, full-handed reached to save." 
When in 1889, that direful flood known as the Johnstown dis- 
aster swept down the Conemaugh valley in Pennsylvania, destroy- 
ing over $10,000,000 worth of property and 2,280 lives, more 



ci,evei.and's first term 437 

than hvo and one-half million dollars were sent as relief to the 
desolated community. 

When a few years ago, the Russian peasants were starving 
from failure of crops, the farmers of America sent across the sea, 
wheat by the ship-load, to their hungry neighbor — their principal 
competitor in the wheat markets of the world. 

Our own people of the western states were not forgotten when 
their crops were wasted by the drought. Trainloads of provision 
and clothing were sent by their more fortunate brotherhood. 

Hospitals for the sick and infirm, asylums for the deaf, the 
blmd, the feeble-minded, the insane, in fact for all manner of 
unfortunates, stand as monuments to the merciful spirit of the age. 

The humane spirit of the times finds further expression in the 
Red Cross Society, founded in 1881, by Miss Clara Barton, the 
angel of the battlefield; this society is now granted protection by 
international treaty. 

Nor is this compassion applied to man alone. The dumb ani- 
mal also finds protection. The Society for Prevention of Cruelty 
to Animals was founded by Henry Bergh, who spent his life in 
the interests of dumb animals that mini.ster to the needs of man, 
but are unable to speak their own. 

Wealth in the hands of a few is not, perhaps, the best for the 
nation ; but there is a compensation in the fact that millions of 
dollars are annually given by the moneyed class for the support of 
educational and charitable institutions. 

434. — Political Contest of 1884. — In the presidential con- 
test for 1884, James G. Blaine was candidate for the Republican, 
and Grover Cleveland for the Democratic party. The tariff was 
the principal issue, tkough civil service reform had its influence. 
Many Republicans, known as " Mugwumps," believing that the 
merit system would not advance under Mr. Blaine, supported Mr. 
Cleveland, who had made a favorable record in civil service reform 
while Governor of New York. Mr. Cleveland was elected, and 
was the first Democratic President since Buchanan. The party 
had been out of office for twenty-four years. 

435.— Cleveland's First Term.— 1885=1889.— President 
Cleveland faithfully carried forward the civil service reform, plac- 



438 A SCHOOL HISTORY OF THE UNITED STATES. 

inj^ several thousand new appointments under the civil service 
rules. 

Though the Executive strongly favored a revision of the tar- 
iff, no important party measures could.be formulated into law, as 
the Senate was Republican. 

Presidential Co7itest of 1888. — President Cleveland was again 
the Democratic candidate for President. Benjamin Harrison, 
grandson of William Henry Harrison, the ninth President, was 




PRKSIDENT GROVER CLEVELAND. 



the Republican candidate. The Democrats favored revenue tariff 
and the Republicans protective. Mr. Harrison was elected. 

436.— The New South.— The close of the war found the 
South desolate; the slaves had vanished in the hurly-burly of bat- 
tle; contending armies had laid waste much of the country; all 
industries had been paralyzed and most of the schools closed. 

The South cjuickly rose from this low estate. The loss of 
their slaves, which at first appeared a calamity, proved a bless- 



THE NEW SOUTH. 439 

ing. The South is to-day much more prosperous under free 
labor, than it ever was under slave labor. This condition is 
clearly shown in several expositions in the vSouth, notably those 
held in Atlanta, Louisville and New Orleans. The cotton expo- 
sition at New Orleans was, perhaps, the most important. This 
celebrated the one-hundredth anniversary of the first cotton ship- 
ment from North America, which was sent from Charleston, S. 
C, in 1784. This exposition with the two held at Atlanta 
showed to the world the progressive spirit of the " New South." 

Birmingham, which was a cornfield during the war, is now 
the center of extensive iron and coal industries, even rivaling 
those of the North. 

General Wilder, of the Union army, who threw the first shells 
into Chattanooga, has, since the war, been a resident of that city, 
and has done much toward developing the iron mines of that 
region. Chattanooga, Nashville and Atlanta are now .seats of 
important educational institutions. It was said before the war, 
" Cotton is king;" commercially, cotton is yet king of the South. 
Schools of all classes and grades, especially the public schools, 
have greatly multiplied. Over $4,000,000 are annually appropri- 
ated by the sixteen ex-slaveholding states to maintain schools for 
negroes alone; appropriations for white children are in like ratio. 
In addition to this, millions of dollars have been sent south by 
the Christian churches of the North, for educational purposes. 
The Peabody fund has also widened the educational field. There 
are now twenty-seven thousand colored teachers in the South. 
Separate schools for blacks and whites are maintained, but the 
privileges are supposed to be equal for the two races. Education- 
ally, the South suffers in comparison with the North, but we 
must remember its condition a generation ago. 

September 19 and 20, 1895, the " Blue and the Gray " met at 
Chattanooga to dedicate the National Battle-field Park of Chicka- 
mauga. Thirtj^-two years before, these same men were in deadly 
conflict on this ver}- ground. 

The Gettysburg battle-field had, a few years before, witnessed 
like fraternal greetings between tho.se who had once so desper- 
ately fought each other on that bloody field. Gettysburg and 



440 A SCHOOL HISTORY OF THE UNITED STATES. 

Chickamauga are each dotted with numerous monuments, both 
Union and Confederate. It is doubtful if the world has ever seen 
a like fraternal expression under similar conditions. 

437. — General Progress. — It is simply impossible to picture 
the progress of the Nation at large during the post-war period. 
The inventions and improvements in machinery, the expansion 
of railroads, telegraphs and mining, the improved methods in 
farming, far surpa<5S any former period. The application of the 
principles of division of labor has revolutionized nearly all forms 
of manufacture. 

The present is the electric age. We scarcely have time to 
become familiar with one invention of this class before another 
appears. The telegraph, the electric cable under the ocean, the 
telephone, the electro-motor, the electric cars, the electric light, 
and finally the " X-ray " followed in rapid succession. 

In 1896, Prof. Roentgen of Germany found that b}' passing 
electricity through a vacuum tube, photographs can be taken of 
hidden objects, such as the bones of the hand. The photograph 
thus taken is not so much a picture of the object as it is a 
shadow. 

Thus a shadow of a foreign substance, as a bullet in the body, 
may be detected because the bullet is more opaque to this ray 
than is the flesh and bone. Dr. Roentgen found that this new 
ray, while it has properties in common with both electricity and 
light, is wanting in some properties of each. Hence in the lan- 
guage of algebra, he called it the X-ray. It will, perhaps, ulti- 
mately take the name of the discoverer, and be known as the 
" Roentgen-ray." 

All lines of literary work have immensely expanded; news- 
papers, magazines, and books without number, are so cheap that 
the poorest can afford to read them. 

Schools of all grades from the kindergarten to the university 
have greatly multiplied, until the humblest child in the land, be 
he native or foreign, black, white, or red, has the opportunity for 
getting an education. The public school is of special interest; it is 
the assimilative power of the Nation. Children, whose parentage is 
from all lands, of all religions, of all grades and conditions of 



HARRISON'S ADMINISTRATION. 



441 



society, here meet on equal terms. They leave the school 
Americans. 

438.— Harrison's Administration.— 1 889= 1 893. — For 

the first time in several years, the three branches of the law-making 
power (the Executive, Senate, and House) were in the hands of 
one party — the Republican. This gave opportunity to pass party 
measures. The most important of these was the famous McKin- 
ley bill; this bill, passed in i8go, increased the duty on many arti- 




PRESIDENT BENJAMIN HARRISON. 

cles of import, and reduced or abolished the tariff on others. 
This law met with much opposition, and w^as the principal issue 
in succeeding elections. 

During Harrison's administration vsix states were admitted to 
the Union, viz., the two Dakotas, Montana, Idaho, Washington 
and Wyoming, 1889- 1890. 

The census of 1890 showed a population of 62,622,250. 

The Bland- Allison Act was modified in 1890 by the Sherman 
law. 



442 



A SCHOOI^ HISTORY Olf THE UNITED STATES. 



Map of Centers of Population, No. 55. 



IMfi/AMAPCl/S 




439. — The Campaign of 1892. — In this campaign Cleve- 
land was again the Democratic, and Harrison the Republican 
nominee for President. The Peoples party took an active part in 
this contest. James Weaver, its candidate, received twenty-two 
electoral votes . The McKinley Bill was the target of Democratic 
speakers and writers. The Populists advocated free silver; while 
the two leading parties expressed friendship for silver, neither 
would advocate free coinage. Mr. Cleveland was again elected 
President. 

440.— Cleveland's Second Term.— 1893-1897.— When 
President Cleveland again came into office, he found both the 
Senate and House in harmony with his views. It now became 
the duty of the Democratic administration to revise the tariff laws. 
After much discussion. Congress passed a law known as the Wil- 
son Bill. This law did not meet the expectations of a large num- 
ber of the party, but it was the best they could agree upon. This 
law incorporated as one of its provisions, a tax on all incomes 
above $5,000. The income tax is, according to Adam Smith, the 
most just of all forms of taxation; but the law is unpopular in the 
United States. For ten years during and following the Civil 
War, we had an income tax; but as it was considered a war-meas- 
ure, it did not meet with serious objection. Is an income tax a 
direct or an indirect tax? The Constitution says, " Direct taxes 
shall be apportioned among the several states * * * according to 
their respective numbers," etc. A test ca.se was brought before 



OUR NEW NAVY. 



443 




444 A SCHOOL HISTORY OF THE UNITED STATES. 

the U. S. Supreme Court, which decided that it was a direct tax, 
hence, unconstitutional. As a result of this decision, the Wilson 
Bill has not produced sufficient revenue to meet the expenses of 
the government. 

Nearly $350,000,000 in treasury notes are yet in circulation; 
$100,000,000 in gold are by law held in reserve for the payment of 
these notes. When redeemed, they are re-issued, and can again 
be used to draw gold from the treasury. In this way an ' ' end- 
less chain ' ' is formed. In order to keep this $100,000,000 reserv'e 
in the treasury, the Nation was compelled to buy gold. By these 
gold purchases, and by the shortage in revenue, the public debt, 
during President Cleveland'sadministration was largely increased. 

The government can legally redeem these greenbacks in silver, 
but in so doing, it was feared that the Nation would soon stand 
on a silver basis. 

441. — The World's Columbian Exposition. — In 1893, 
the World's Columbian Exposition was held in Chicago in com- 
memoration of the four hundredth anniversary of the landing of 
Columbus on the island of San Salvador. It was formally dedi- 
cated October 21, 1892, but was not opened for exhibition until 
May I, 1893. Upon the fair-grounds were one hundred fifty 
buildings so artistically arranged as to produce an effect unrivaled 
by any previous exposition. Other world's fairs had their one or 
two special attractions, but the Chicago fair had so many that 
space cannot be given here to even mention them. The exhibits 
in all lines of art and industry, were the greatest in number, most 
varied in character, as well as the most valuable, that had ever 
been brought together. 

The cost of the exposition proper was twenty-five and a half 
million dollars; adding to this the appropriation of the general 
government, the different states, and foreign nations, the total 
cost exceeded $40,000,000. There were over twenty-one million 
paid admissions from May ist to October 30th. 

The directors of the fair had some difficult}^ concerning Sun- 
day-closing, but the people settled this question by not attending 
in sufficient numbers on that day to pay expenses, though the 
gates were open. 



WORI^D'S COI^ITMBIAN EXPOSITION, 



445 




446 



A SCHOOL HISTORY OF THE UNITED STATES. 
Political Chart. 




Exercise on Political Chart. 
Commencing at the left and tracing toward the right, notice 
that two main channels, with numerous cross-streams, form the 
political river. These two great currents mark the trend of two 
distinct political lines of thought. Each appears at different 
times under different names, but the underlying political princi- 
ples do not change. The upper course indicates, (a) state 
supremac}', with a watchful interest as to the welfare of the state 
and of the individual as against the encroachments of the general 
government; (b) state, rather than national banking system; (c) 
revenue, or low tariff as again.st a protective tariff; (d) strict 
interpretation of the Constitution as to the powers granted the 
general government. The lower course marks the general flow 
of ideas along the line of (a) strong national government; (b) 



POLITICAL CHART. 
Political Chart. 



44? 




United States or national banking system; (c) a protective tariff; 
(d) broad interpretation of the implied powers of the Constitution. 

The shaded belts indicate the defeated party, the unshaded, 
the victorious party, with the name of the President. 

What questions divided the Federal from the Anti- Federal 
party? How many parties were there about the year 1820? 
How many in 1830? Name them. What parties came together 
to form the Whig party ? When do 3'ou see the first indication 
of an Anti-Slavery party? Who were the "Barn-burners?" 
They became a part of what party ? What parties flowed together 
to form the modern Republican party ? Did any part of the Re- 
publican party branch olT into the Democratic party since the Civil 
War? When? Why? What parties are in existence in 1S97? 
What is the meaning of the three branches at the head of the river ? 



448 A SCHOOL HISTORY OF THE UNITED STATES. 

442. — The Drainage and the Hennepin Canals. — The 

lowland on which Chicago stands, was in the old French and 
Indian days, a portage. At this point the waters which flow 
eastward through the Great Lakes to the Atlantic, and those which 
flow south to the Gulf of Mexico, are separated by a low water- 
shed only a few miles wide. In seasons of flood these waters 
intermingle. The immense amount of sewage flowing from 
Chicago into the lake pollutes the city water. The four-mile 
tunnel is not sufficient to supply the city with pure water. 

In order to send its sewage down the Illinois River, a drain- 
age canal has been dug through the divide. Its outlet is a little 
above Joliet; the lower half of its course is blasted through solid 
limestone. It is capable of carrying a depth of twenty feet of 
water, and wide enough to float the largest inland ships. 

The Hennepin canal is in course of construction from the 
upper Illinois River near Peru, westward to Rock Island, near 
the mouth of Rock River. It is expected, in due time, that the 
government will construct a ship canal from Joliet to Peru. 
Thus by the Drainage canal, the Illinois River, and the Henne- 
pin canal, an all- water route will connect the Great Lakes with 
the Mississippi valley. These are immense undertakings, but 
will abundantly pay for all expense. 

443. — The Silver Question. — In 1792, Congress passed the 
first coinage law. This law was to the effect that anyone having 
gold or silver bullion could take it to the mint and have it coined 
into United States money. This is known as "free coinage." 
The ratio at first was 15 to i; that is, there must be fifteen times 
as much silver as gold in all coins of equal value. Each kind of 
dollar was full legal tender for all amounts. This is known as 
"bimetallism," or as the "double standard." 

This law continued in force until 1834, about forty-two years. 
It was found that the real value of coin in a gold eagle was more 
than the value of ten silver dollars. In order to remedy this, in 
1834 the ratio was changed to 16 to i, nearly. By this law, the 
amount of gold in coins was made less, the silver coins remaining 
the same. This change now made the silver coins worth from 
one to three per cent more than the gold coins of the same nora- 



THE SILVER QUESTION. 449 

iual value. As a result, but little silver was taken to the mints. 
Except for small coins, only gold (the cheaper money) was in 
circulation from 1834 to 1861. This is in harmony with the gen- 
eral law of trade, that only the cheaper money will circulate, 
where each is the basis of values, and of full legal tender. The 
reason for this is quite clear. When the holder of gold or silver 
can get more for it as bullion than as coined money, he will not 
take it to the mint. The debtor naturally chooses the cheaper 
mone}' with which to pay his debts; the business man charges 
according to the cheaper money the kind he expects in exchange 
for "his products; hence the cheaper unit of value is the only 
money that will circulate It will be remembered that during 
the Civil War, gold and silver disappeared, and only greenbacks 
were used. In 1853 the silver dollar, though the dearer coin at 
that time, was made legal tender for amounts to five dollars only. 
In 1873 a law was passed which resulted in the demonetization of 
silver. The change was the more easily made as neither gold nor 
silver circulated at the time. Many intelligent people did not 
know of the change until some years after. 

About the same time Germany and several other countries 
demonetized silver. A few years later France and other countries 
stopped the coinage of silver, but did not demonetize it. Eng- 
land has had the single gold standard since 1816. 

As early as 1878 the depressing effects of falling prices were 
felt, and efforts were made in Congress to restore silver to its old 
position of equality with gold at a ratio of 16 to 1. A compro- 
mise measure, known as the Bland-Allison Act, was passed. 
This law required the Secretary of the Treasury to purchase and 
have coined not less than two million dollars' worth, nor more 
than four million dollars' worth of silver per month. 

Following this (1890) came the Sherman law. This law 
ordered the purchase of silver bullion, and for this bullion silver 
certificates were issued. These certificates now pass as money. 

Finally, in 1893, came a financial crash. President Cleveland, 
believing the Sherman silver-purchase law to be the cause of the 
panic, called Congress together in extra session in order to repeal 
the law, which it did after several weeks' discussion. The silver 



450 



A SCHOOL HISTORY OF THE UNITED STATES. 



dollar, by the Bland- Allison Act, was made legal tender for any 
amount, and so remains at the present time. But silver was not 
given its old rank of equality in our mints. 

444._The Political Contest of 1896.— When the time came, 
in the summer of 1896, for nominating the presidential candi- 
dates, the evil effects of the panic of 1873 were still felt. The 
Republicans, believing that the "hard times" were due to the 
tariff legislation of the Democratic administration, nominated 
William McKinley, the champion of protection, for President. 
The Democratic party nominated William J. Bryan for President, 
on a platform demanding the opening of the mints to the free 

and unlimited coin- 
age of silver and 
gold at the ratio of 
16tol. The Peo- 
ple's party, the Sil- 
ver part}', and many 
silver Republicans 
also nominated or 
supported Mr. 
Bryan. 

The Republican 
I)latform favored 
international b i - 
met alii sm, and 
pledged the party 
to use its best efforts 
to that end. Mr. 
M c K i n ley was 
elected President 
PRESIDENT WILLIAM MCKINLEY. by 3. decisivc ma- 

jority. The total popular vote was 13,888,800 nearly, of which 
Mr. McKinley received between 51 and 52 per cent. 

March 4, 1897, William McKinley became the 24th President 
of the United States, just one hundred years from the time that 
Washington retired from office. He was inaugurated at Wash- 
ington in the presence of an immense assembly. 




m'kini.ey's administration. 451 

Karly in President McKinley's first term a very serious disaster 
fell upon the people on the lower Mississippi. Under the influence 
of warm winds and heav}^ rains, the snows accumulated during 
the winter along the upper tributaries of this great river were 
rapidly melted. The result was a great flood of water that 
poured into the Mississippi, causing it to overflow its banks in 
some places and to break over the levees in others. This over- 
flow destroyed both property and lives, and produced great desti- 
tution and suffering. 

The report that rich deposits of gold had been found in Alaska 
attracted public attention in the summer of 1897. Notwithstand- 
ing the dangers attending the trip and the terrible severity of the 
Alaska winters, thousands of persons hurried to the Klondike. 

445, — Some New Tariff and Revenue Laws.— It will 
be remembered that the tariff law passed during Harrison's terra 
of office was displaced by the Wilson law, under Cleveland's 
administration. The Wilson law reduced the tariff, and the 
revenue under it was not sufficient to meet the demands of the 
government. 

President McKinley promptly convened the new congress, 
which soon passed what is known as the "Dingley Bill," a new 
tariff law. 

But the Spanish- American war soon made it necessary to find 
other methods of raising revenue. 

A stamp tax was placed on all legal papers, such as notes, 
deeds, mortgages, drafts, checks, orders, and the like. [See page 
i6o, paragraph 146.] The tax on tobacco, alcoholic and malt 
liquors was also increased to^meet this new need. 

446. — Annexation of Hawaii — 1898. — Congress passed a 
joint resolution accepting the cession of Hawaii to the United 
States. This was approved by the President July 7, 1898, thus 
making this date one of importance to the people of these islands. 

In 1897, a treaty by which Hawaii was to become a part of 
the Union had been made between the two republics, but had not 
yet been ratified by the United States Senate. As it takes a two- 
thirds vote of the Senate to ratify a treaty, there was some doubt 



452 



A SCHOOL HISTORY OF THE UNITED STATES. 



as to its success; hence the use of the joint resolution method. In 
this Congress followed the precedent established in the admission 
of Texas, in 1845. 

Spanish-American War. 

447. — Events Leading lo the War. — For a quarter of a 
century the island of Cuba was in a very unsettled condition, the 
people frequently rebelling against the Spanish government. 




MISS CLARA BARTON. 



The final revolution, resulting in the freedom of Cuba, com- 
menced in October, 1895. The Cubans were successful in resist- 
ing the Spanish army sent against them, but were unable to drive 
it from the island. The struggle continued for nearly three 
years, and paitook largely of the nature of guerilla warfare. 

The government of the United States was neutral, and for 
that reason attempted, at great expense, to keep expeditions in 



SPANISH-AMERICAN WAR. 453 

aid of the Cubans from leaving American ports. These efforts 
were in part unsuccessful. The long war so near our coast caused 
much irritation both in Spain and the United States. The great 
suffering among the reconcentrados of Cuba greatly aroused the 
sympathies of the American people. 

Provisions and medicines were sent the suffering Cubans in 
large quantities. Miss Clara Barton, the veteran president of the 
Red Cross society, was the head of the relief committees stationed 
in Cuba. This society also did much to relieve the distressed of 
both armies in the war which soon followed. 

Finally, on the evening of February 15, 1898, while lying 
peacefully at anchor in the harbor of Havana, the United States 
battle-ship, Maine ^ was sunk by an explosion, and two hundred 
sixty-six of her seamen killed. 

After a careful investigation, the naval board appointed by the 
President, found that the explosion was external and caused by a 
submarine mine, and not by an internal force, which it was thought 
might have been the result of an accident in the magazine of the 
ship. 

Our government assumed that this awlul crime was not the act 
of the Spanish authorities. But the conditions, so near our 
shores, which made such a' deed possible, were intolerable. 

Congress voted $50,000,000 to be placed in the hands of the 
President to prepare for national defense. The American govern- 
ment demanded of Spain that she withdraw from Cuba. This 
demand soon led to a declaration of war by both nations. 

War was declared April 25, 1898. Congress voted $400,000,000 
with which to carry on the war. The President called for 200,000 
volunteers; the National Guard of the different states quickly 
responded to this call. 

448. — Manila, Philippine Islands. — Commodore George 
Dewey (now Admiral Dewey) in command of the American navy 
at Hongkong, China, was ordered b}^ the President to find and 
destroy the Spanish fleet. Accordingly Dewey, with six modern 
fighting vessels, entered Manila Bay on Saturday night, April 
30th. Gliding past forts and over mines, he gained the inner 
harbor at daybreak, May ist, when he engaged the Spanish fleet. 



454 



A SCHOOL HISTORY OF THE UNITED STATES. 




CdMMANOERS IN THE SPANISH AMERICAN WAR. 



SPANISH-AMERICAN WAR. 455 

In a few hours every Spanish vessel was sunk. Not an American 
was killed, and only eight were injured. 

From May ist to August 13th the city of Manila was besieged 
on the land side by the natives of the Philippines, who, like the 
Cubans, had been fighting for their liberty. 

Troops, with Gen. Wesley Merritt in command, were hurried 
across the Pacific to aid the American fleet. 

August 13th the city of Manila was captured by the Ameri- 
cans after a sharp engagement. 

449. — Around Cuba. — On April 29th a strong Spanish 
squadron under Admiral Cervera left the Cape Verde Islands, and 
shortly after made its appearance in the West Indies. For a few 
days the cities along the Atlantic coast felt great anxiety for 
their safety, and for some time the exact whereabouts of the 
squadron was a great mystery. Finally, Cevera ran his ships 
into the harbor of Santiago for the purpose of obtaining coal. 
Here he was quickly shut in by the American navy under 
Admiral Sampson and Commodore Schley. In order to keep the 
Spanish fleet in the harbor, Lieutenant Hobson with six assist 
ants, on the morning of June 3, ran the coaling-ship, Merrimac, 
into the narrowest part of the channel, and sunk her there. 

In order to accomplish this he must face the direct fire of the 
Spanish fortifications and fleet. This exploit has few rivals in 
history. Hobson and his companions won the applause of the 
world, but the harbor was not closed, as we shall see. 

Every effort was now put forth by the American government 
to capture the city of Santiago, and with it the Spanish fleet. 

During the last half of June, the American army under Gen- 
eral Shaffer landed near Santiago. On July ist and 2d, heavy 
fighting gave the American army a position from which it could 
command the city. The battles by which this position was won 
are known as I,a Guasima, El Caney and San Juan. On the 3d 
of July, Admiral Cervera attempted to escape from Santiago 
harbor. 

About 9:30 o'clock on Sunday morning, the Spanish fleet was 
seen coming out of the harbor, in its effort to escape. In a few 
minutes the American fleet was in action. By 1:15 p. m., the 



456 



A SCHOOL HISTORY OF THE UNITED STATES. 




SPANISH- AMERICAN WAR. 457 

whole Spanish fleet was destroyed. In that short time 600 Span- 
iards perished, and 1200 were taken prisoners. 

The Americans lost not a single vessel, and but one man 
killed and two wounded. 

On the 1 7th of July, Santiago, with 22,000 soldiers, surrendered 
to General Shafter. 

The Americans w^ere not as fortunate on land as on sea. In 
the fighting around Santiago we lost in killed, wounded and pri- 
soners over 1600 men. In addition to this, many of our soldiers 
died from yellow fever and other diseases. 

On the fall of Santiago, an expedition under General Nelson 
A. Miles, was sent against Puerto Rico. The Americans were 
rapidly gaining possession of this island when the war was 
brought to a close by the signing of the protocol. 

A treaty of peace was signed in Paris, December 10, 1898. 
By this treaty Spain surrenders all claim of sovereignty over, and 
title to Cuba. 

She cedes the following to the United States: Puerto Rico and 
other islands of the West Indies belonging to Spain, the island 
of Guam in the Ladrones, and the archipelago known as the 
Philippine Islands. 

The United States pays $20,000,000 to Spain. 

By this treaty Spain lost her last colonial possessions brought 
to her through the discoveries of Columbus. In the year 1800 
Spain was, so far as territory would make her so, the greatest 
empire of the world. The close of the 19th century finds her 
with practically no colonial possessions. 

In 1800 the Mississippi River was the western boundary of the 
United States, the Atlantic Ocean the eastern boundary. The 
close of the century finds her western boundary including Alaska, 
Hawaii and the Philippine Islands. Her eastern boundary 
includes the island of Puerto Rico. This is from 65° West longi- 
tude to 118° East longitude, or a total of 183°, a little more than 
one-half the circumference of the earth. So we may say, with 
Great Britain, "The sun never sets on our dominions." 

450.— Galveston Destroyed. — In September, 1900, a terrific 
cyclone, originating in the Caribbean Sea, swept across the gulf of 
Mexico. As it struck the coast of Texas, it caused great destruc- 
tion of property and loss of life in the city of Galveston. The 



458 A SCHOOL HISTORY OF THE UNITED STATES. 

entire island on which the city is situated was flooded with the 
waves from the gulf. The storm of wind and rain passed north- 
ward through Texas; then curving eastward, it passed over Okla- 
homa, Missouri, Iowa, Illinois, and the region of the Great Lakes. 
By the time it had left Texas, however, it had lost much of its 
destructive force. Many lives were lost in Texas. Families 
were broken up and much sorrow and suffering followed, not only 
in the city but in other parts of the state. The heart of the 
nation responded nobly to the cry of the needy, and thousands 
of dollars were contributed for their relief. 

451.— Political Contest of 1900.— William McKinley was 
again the candidate of the Republican party for president, and 
William J. Bryan of the Democratic party. John G. Woolley, 
the great temperance advocate, was the candidate of the Prohibi- 
tion party, and Eugene V. Debs of the Socialistic-Democratic party. 
Mr. Debs was, in 1894, president of the American Railway Union, 
and the leader of the notable railroad strike of that year. There 
were other candidates for President in the field. The minor par- 
ties, however, cast but few votes when compared with the total 
vote. 

The principal issue between the two great parties grew out of 
the result of the Spanish American War. The Filipinos, though 
defeated in open battle, still continued the struggle in the form 
of guerilla warfare. President McKinley favored the plan of 
holding and governing the Philippine Islands as a part of the 
United States, until the people had shown loyalty and capacity 
for self-government. Mr. Bryan taught that the people of these 
islands should be free to govern themselves under the protection 
of the United States, 

The question of the free coinage of silver again entered into 
the contest, but not as the leading issue. The evils of intemper- 
ance, the fear of great trusts, the size of our standing army, all 
came into the political discussion. The tariff question slept, 
William McKinley was again elected President of the United 
States by a still more decisive majority than in 1896. The vote 
stood: McKinley, 7,208,244, or, in the electoral college, 292; 
Bryan, 6,358,789, or, in the electoral college, 155. 



DEATH or PRESIDENT MCKINLEY. 



459 



452. — Death of President /HcKinley. — While attending the 
Pan-American Exposition at Buffalo, N. Y., President McKinley 
was shot by an assassin named Czolgosz. This was vSeptember 6, 
1901. The President Hngered until September 14, when he passed 
away. His last words were, "Goodby, all, goodby. It is God's 
way. His will, not ours, be done." "Nearer, my God, to Thee, 
nearer to Thee." Five days later he was buried at Canton, Ohio, 

The assassination of President 
McKinley was received with 
sorrow and with indignation 
throughout the civilized world, 
as it was a deliberate and 
wanton murder by a misguided 
anarchist, while pretending to 
shake hands. It led to consul- 
tations among the leading gov- 
ernments with a view to inter- 
national action against anarchy. 
Though many anarchists dis- 
claimed responsibility for the 
deed, it was held to be the result 
of their teachings. 

453. — Theodore Roosevelt, 
President. — Immediately upon 
the death of Mr. McKinley, the 
\'ice- President, Theodore Roosevelt, was sworn in as President, 
thus becoming the twenty-sixth President, and the fifth Vice- 
President to succeed to the Presidential chair. 

454. — Political Contest of 1904. — Theodore Roosevelt was 
nominated by the Republicans for President, and Charles W. 
Fairbanks of Indiana for A'ice-President. The Democratic party 
nominated for President Alton B. Parker of New York and for 
Vice-President Henry G. Davis of Virginia. 

The Prohibition, Socialist, and People's parties also had 
candidates in the field, but the small number of votes thcv received 
did not affect the election, which was won bv the Republicans. 
Trusts, tariff reform, conservation of natural resources, and our 




PRESIDKNT THEODORE ROOSEVELT 



460 A SCHOOL HISTORY OF THE rNITED STATES. 

policies in Cuba and the Philippines continued to be leading issues. 
455. — Events of Roosevelt's Two Administrations. — In the 

opening years of the twentieth century the rapid growth of trusts, 
which had been so marked a feature of the closing years of the 
nineteenth, had reached such vast proportions that they appeared 
to be more than ever a menace to public welfare. 

Labor, also, had formed huge combinations, the membership 
of the American Federation of Labor alone being five millions- 
Then, too, the natural resources of the country, in many instances 
fraudulently, were passing rapidly into the possession of private 
persons or corporations, and being exploited for private gain. 
The Philippines and the Cuban question were serious problems. 

President Roosevelt had long been known as a man of courage 
and convictions, and immediately upon his entrance into office 
after the death of President McKinley he began to grapple with 
difficulties in the most vigorous manner. Trusts were investi- 
gated and prosecuted. The Steel Trust, the Standard Oil, the 
Beef Trust, railway combines, life insurance companies, and 
other great corporations were subjected to courts of inquiry and 
efforts made to curb them by fines and legal restrictions. 

Legislation for public benefit was enacted. The department 
of Labor and Commerce was established; the conser\^ation of 
national forests and coal lands was begun in earnest; and many 
millions were voted for vast irrigation projects in the arid regions 
of the West. 

Peace having been established in the Philippines, the United 
States replaced military rule by civil government, and kept her 
pledges to Cuba. The Alaska boundary dispute was settled by a 
commission; and the German dispute with Venezuela under 
United States influence was submitted to arbitration by the 
Hague Court in 1904. 

President Roosevelt personally inter\^ened in the Russo- 
Japanese war and brought about a conference between the con- 
tending nations at Portsmouth, N. H., where a treaty of peace 
was signed in 1905. 

456. — The Panama Canal. — In 1903 the United States began 
work on a project of world-wide interest — that of building a ship 



ROOSEVEIvT'S ADMINISTRATION. 461 

canal across the Isthmus of Panama. Such a short cut between 
the East and the West had long been recognized as of inestimable 
value ; but no one had ever attempted to realize it until Ferdinand 
de Lesseps, who had engineered the Suez Canal, in 1879 organized 
a French Company to carry out his plans for a similar waterway 
in the new world. For many reasons the French Company 
failed, and nothing definite was done until in 1902 the United 
States took up the abandoned French enterprise. The right of 
way was purchased of the new republic of Panama; also the 
rights and property of the defunct French Company; sanitation 
was carefully planned, and work scientifically begun and vigor- 
ously pushed. The prosecution of the entire project has been 
ideal in management and efficiency and CAugust 1913) is nearing 
successful completion. The total appropration was $325,000,000. 
The completion of the canal will be celebrated by a Panama 
Pacific Exposition in San Francisco in 1915; also the 400th 
anniversary of the discovery of the Pacific. 

457. — Other Events. — Labor troubles were numerous. There 
were many strikes, the most notable being that of the miners in 
the anthracite coal regions of Pennsylvania. The strike lasted 
several months, and the consequent coal famine caused much 
distress among the people who depended on these coal fields for 
fuel. In the interest of public welfare President Roosevelt 
determined to exert his personal influence in ending the strike, 
and induced the miners and operators to submit their differences 
to a commission of his own choosing. As a result the men gained 
shorter hours and increase of pay. Of other strikes, the most 
important was a country-wide but unsuccessful strike of tele- 
graphers. In 1906 the city of San Francisco was destroyed by the 
most severe earthquake that ever visited the United States. 
Many people were killed and thousands rendered homeless. As 
in all great calamities, people in Europe and America rushed 
forvvard to aid the sufferers. The city has since been rebuilt 
on its old site. 

The year 1907 was marked by one of the greatest bank panics 
since the Civil War. J. Pierpont Morgan, the leading banker 
and financier of the countrv, came to the rescue of the situation. 



462 A SCHOOL HISTORY OF THE UNITED STATES. 

In the same year the United States Steel Corporation absorbed 
the last independent steel company in the United States — the 
Tennessee Iron & Coal Co. Neither fines nor legislation seemed 
to check the growth of the trusts. 

In 1904 the centennial of the Louisiana Purchase (1803) 
was fittingly celebrated by an international exposition at 
St. Louis, Mo., in the heart of the Mississippi Valley, and one of 
the chief towns of the old French domain. 

In 1907 Oklahoma and Indian Territories were admitted to 
the Union as the State of Oklahoma. 

This period witnessed the commercial perfecting of two of th: 
most wonderful inventions of the ages — wireless telegraphy by 
Marconi, an Italian ; and the aeroplane by Wilbur Wright of 
Da3'ton, Ohio. The first aerogram was sent from Europe to 
America in 1901, and the Pacific was bridged by another 
sent from San Francisco to Japan (6,000 miles) in 1906. 
Ships equipped with wireless service can send out messages of 
distress in case of accident, and many lives have been saved 
by its use. The aeroplane in some form has been adopted by 
all civilized countries, and, though there are many disasters, 
the navigation of the air is an assured fact. 

During the last two years of Mr. Roosevelt's administration 
many Republicans revolted against the rule of the conservative 
element of the party and became "insurgents." The president 
himself had grown more and more radical and lost control of the 
party organization. 

458. — The Campaign of 1908. — In the campaign of 1908 Mr. 
Roosevelt still had enough influence with his party to secure the 
nomination of William H. Taft, who was supposed to be com- 
mitted to "progressive" policies. The most insistent issue be- 
fore the people of all parties was the tariff. The past adminis- 
tration had ignored it entirely. But it could no longer be set 
aside ; and the Republican Party held on to public favor only by 
putting a plank in its platform pledging the party to an imme- 
diate and satisfactory revision of the tariff. On this pledge 
Mr. Taft was elected twenty-seventh president of the United 
States and James S. Sherman, a conservative, vice-president. 



takt's administration. 



463 



The nominees of the Democratic Party were WilHam Jennings 
Bryan (for the third time) and John W. Kern. Other nomina- 
tions were unimportant. 

459. — Taft's Administration. — Almost immediately upon 
his accession to office Mr. Taft convened Congress to make 

the new tariff laws which the 
Republican Party had pledged 
to the country. It was soon evi- 
dent that the Conservative element 
was again in the ascendancy. 
Representative Payne presented 
and Congress passed a bill that 
excited the indignant protest of 
the people. Senator Aldrich then 
presented an alternative bill which 
was still more objectionable. A 
compromise called the Payne- 
Aldrich bill, which increased rath- 
er than reduced the tariff, finally 
passed both houses. It was hoped 
until the last moment that ^Ir. 
Taft would veto the bill; but instead he signed it. 

A wave of indignation swept over the country, which was 
greatly added to by the bitter Ballinger-Pinchot controversy 
which came up shortly after. Richard A. Ballinger, Secretary 
of the Interior, was accused by the Superintendent of Forestry, 
Gififord Pinchot, as lending his aid to persons who were trying 
to block the conservation plans of the government. An in- 
vestigation did not clearly prove charges, and Mr Ballinger later 
resigned. But the mischief was done. Insurgency rapidly in- 
creased in Republican ranks and Mr. Taft's popularity steadily 
declined. In 1910 at state elections there was an overwhelming 
landslide to the Democracy. 

No curb was put on corporations and labor did not make much 
progress. On the contrary labor became involved in many 
troubles and was justly punished in case of the Structural Iron 
Workers dynamiting outrages, which culminated in the wrecking 




PRESIDENT WILLIAM H. TAFT 



464 A SCHOOL HISTORY OF THE UNITED STATES. 

of the Los Angeles Times and in the death of twenty-one per- 
sons. However, the country owes much to President Taft for 
some much needed and valuable legislation; the income tax; 
the postal savings banks; and the parcel post. In all these 
things other civilized countries were far in advance of our own. 
In the last year of his administration (1912) Arizona and New 
Mexico became states of the Union; and an amendment (the 
XVIth) was added (February, 1913) to the Constitution of the 
United States, enabling Congress to levy an income tax. 

In this administration was solved the great mystery- of the 
North, which for three centuries had cost so many lives and 
so much treasure. In 1909 Commander Robert E- Peary of the 
United States Navy "found" the North Pole. Dr. Frederick 
A. Cook claimed to have reached the Pole a year previous; 
but, not being able to present conclusive proofs, his claim was 
discredited. Two years later Captain Amundsen of Norway 
reached the South Pole. In April of 1912 occurred one of the 
most appalling of marine disasters; the steamship Titanic 
sank, carrying more than sixteen hundred persons to their 
death. Among them were many noted persons of Europe 
and America. 

460. — The Political Contest of 1912.^The country was thor- 
oughly tired of Republican machine rule. Mr. Taft had failed 
to make good his pledges to the people. Progressives formed a 
large element in the party, and Roosevelt was a candidate for 
nomination. At the convention in Chicago, however, Mr. Taft 
was renominated. The progressives claimed his nomination 
was secured by fraud and bolted, forming a new Progressive 
Party and nominating Theodore Roosevelt for President and 
Hiram W. Johnson for vice-president. The Democrats were 
also divided into two camps; but after a stormy and intensely 
dramatic session the Baltimore Convention nominated Woodrow 
Wilson, Governor of New Jersey and a noted progressive, for 
the presidency and Thomas R. Marshall of Indiana for the 
vice-presidency. The election showed the temper of the people. 
Mr. Taft carried only two states, while Mr. Wilson received 435. 



Wilson's administration. 



465 



out of 521 electoral votes; and :\Ir. Roosevelt 88. The tariff, 
currency reform, trusts, and our colonial policy were the chief 
issues of this campaign, with the tariff in the lead. 

461.— Wilson's Administration. — Immediately upon assum- 
ing office President Wilson convened the Sixty-third Congress in 
extraordinary session to act upon tariff revision. Representative 

Underwood of Alabama had pre- 
pared a schedule which was 
designed to meet the demands 
of the people for a satisfactory 
reduction of duties. The bill 
passed in the House, but was sub- 
jected to prolonged discussion in 
the Senate. The Owen currency 
bill designed to relieve money 
stringency also passed the House, 
but was not accepted by the 
Senate. A bill for the election of 
United States Senators directly 
by the people was proposed by 
Congress as an amendment to 
the Constitution; having been 
ratified by o\'er two-thirds of the 
states it became a law and was entered as the XVHth Amend- 
ment. Early in the administration Governor Johnson of Cali- 
fornia signed the Anti -Alien Land bill, which caused much hard 
feeling in Japan. Our relations with Mexico also occasioned 
much diniculty, and at the end of six months of the new ad- 
ministration the situation was not improved. 




PRESIDENT WOODROW WILSON 



466 A SCHOOL HISTORY OF THE UNITED STATES. 



SUMMARY OF THE POST-WAR PERIOD. 

Death of President Lincoln, April 15, 1865. 

Andrew Johnson became President, April 15, 1865. 

Grand review of armies, May 23-24, 1865. 

Thirteenth Amendment ratified, December, 1865. 

Tennessee readmitted, 1866. 

Atlantic cable laid, 1866. 

Tenure of Office Act, 1867. 

Purchase of Alaska, 1867. 

Impeachment of President Johnson, 1868. 

Fourteenth Amendment ratified, 1868. 

General Grant inaugurated President, March %, 1869 

Pacific Railroads completed, 1869. 

Black Friday, 1869. 

Fifteenth Amendment ratified, 1870. 

Santo Domingo, 1870. 

Reconstruction completed, 1870. 

Treaty of Washington , 1 8 7 1 . 

Chicago Fire, October 8-9, 1871. 

Ku Klux outrages, 1871. 

Greeley campaign, 1872. 

Geneva award — Alabama claims, 1872. 

Boston Fire, 1872. 

East River bridge, 1870- 1883. 

Modoc War, 1873. 

Panic — vSecond Black Friday, 1873. 

The Jetties built, 1875-1879. 

Molly Maguires overthrown, 1875. 

Centennial Exposition, 1876. 

Invention of the telephone, 1876. 

Custer massacre — Sioux War, 1876. 

Electoral Commission, 1877. 

Rutherford B. Hayes inaugurated, March 4, 1877. 

Railroad strikes east of the Mississippi, 1877. 

Chinese troubles and Kearney ism in California, 1878. 



SUMMARY OF THE POST-WAR PERIOD. 467 

Yellow fever on the lower Mississippi, 1878. 
The Bland Silver Bill, 1878. 
Resumption of specie payments, 1879. 
James A. Garfield inaugurated, March 4, 1881. 
Death of President Garfield, Sept. 19, 1881. 
Vice-President Arthur becomes President, 1881. 
Civil Service Reform Bill passed, 1883. 
Grover Cleveland becomes President, March 4, 1885. 
Charleston earthquake, 1886. 
Interstate Commerce Act, 1887. 
Presidential Election Act, 1887. 
Law excluding Chinese immigration, 1888. 
Benjamin Harrison inaugurated President, March 4, 1889. 
Johnstown flood, May 31, 1889. 
McKinley Tarifif Bill, 1890. 
Sherman Silver- Purchase Bill, 1890. 
Cleveland's second inaugural, March 4, 1893. 
World's Columbian Exposition, May-Nov., 1893. 
Repeal of Sherman Silver- Purchase Bill, 1893. 
Great Railroad strike, 1894. 
Wilson Tariff Bill, 1894. 
The political contest of 1896. 

William McKinley inaugurated President, March 4, 1897. 
Dingley Tariff Bill, 1897. 
Annexation of Hawaii, 1898. 

Spanish-American War, April 25-December 10,1898. 
Second Election of Wm. McKinley as President, 1900. 
Galveston Storm, Sept., 1900. 

Assassination of President McKinley, Sept. 6-14, 1901. 
Theodore Roosev'elt becomes President, Sept. 1901. 
Boxer War in China ended ; U S. troops withdrawn. 
War ended in Philippines, 1902. 
Panama Canal begun, 1903. 
Louisiana Purchase Exposition, 1904. 

Russo-Japanese peace treaty signed at Portsmouth, N. H., 
1905. 

San Francisco earthquake, 1906. 



468 A SCHOOL HISTORY OF THE UNITED STATES. 

Oklahoma and Indian Territories admitted as State of Okla- 
homa, 1907. 

Taft elected, 1908. 

Peary discovers North Pole, 1909. 

Payne- Aldrich tariff bill, 1909. 

Los Angeles Times dynamited, 1910. 

Arizona and New Mexico admitted to statehood, 1912. 

Postal savings banks established, 1912. 

Parcel post, 1912. 

Woodrow Wilson elected, 1912. 

Income tax amendment to Constitution ratified, 1913. 

Underwood tariff bill passes House, 1913. 

Trouble with Japan and Mexico, 1913. 

Direct election of Senators made amendment to Constitution, 
1913. 



GENERAL REVIEW TOPICS. 469 



GENERAL REVIEW TOPICS. 

1. — Give reasons for the desire of the Europeans to find a 
new route to India during the latter half of the 1 5th century. 
Give outline of events in Europe during this half century. 

2. — Make clear statements about one event associated with 
each of the following dates: 1265, 1565, 1765, 1865. What col- 
onies were established prior to 1665? Which after that date? 
3. — Give a short account of the discovery of both Americas. 
4. — The Pacific Ocean: Its discovery; when and by whom 
first crossed ? What Europeans first entered it from the Indian 
Ocean ? When ? Who was the first Englishman to cross it ? 
5. — Give short account of the half-civilized Indians in their 
association with the Spaniards. 

6. — Describe character of the Indian languages. What one 
characteristic have all these languages ? What were the religious 
ideas of the Indic^ns ? 

7. — The Norsemen in America; in England; in France. 
Make clear why Americans are interested in these men from the 
North. 

8. — What conditions made the Iroquois the most important of 
all the Indian tribes ? Name the wars in which they took an 
important part. On which side did they fight ? Why ? 

9. — Name the wars in which L,ake Champlain was the theater 
of action. Make plain why this should be so. 

10. — Make it clear, and discuss fully, why the French and 
Indian war was an important one. Name important events of 
the war. 

1 1 . — What nations claimed a part or all of North America ? 
On what did each base its claims ? Discuss fully. 

12. — Make clear statements about events associated with 
each of the following dates: 1492, 1692, 1792, 1892. How many 
colonies were estabhshed in North America prior to 1592 ? Prior 
to 1692 ? What settlements after 1692 ? 

13. — Compare the political history of England during 1688- 
1689 with the political history of America during 1788- 1789. 



470 A SCHOOL HISTORY OF THE UNITED STATES. 

14. — Give a short account of events associated with each of 
the following dates: (i) 1763, (2) 1783, and (3) 1863; also, (4) 
1675, (5) 1676, and (6) 1775-1776. 

15. — Compare April 19, 1775 with April 19, 1861. 
• 16. — What is the meaning of the following dates ? (a) July 
4,1754? (b) July 4, 1776? (c) July 4, 1778? (d) July 4, 1778 ? 
(e) July 4, 1826? (f) July 4 1863? (g) July 4, 1863? (h) 
July 4, 1876? 

1 7. — Who were the Puritans ? The Pilgrims ? The Hugue- 
nots ? The Scotch Covenanters ? The Quakers ? In what part 
of America did representatives of each of these classes settle in 
the 1 7th century ? Why did they come to America ? 

18. — Compare Thomas Hooker, Roger Williams, John Daven- 
port, Cecil Calvert and William Penn in regard to religious toler- 
ation. To what religious denomination did each belong ? 

19. — What is meant in English law and history by the "Act 
of Supremacy" and by the "Act of Uniformity"? What effect, 
direct or indirect, had these laws on the settlement of America ? 
Compare the "Toleration Act" of Maryland with the laws of 
Rhode Island regarding religious toleration. Contrast the last 
two with the two English laws above. 

20, — What is meant by Patroons? By Walloons? Where 
did each settle, and from what country did they come ? 

21. — Ticonderoga: How many times captured? In what 
wars ? Why was this an important point ? 

22. — Make clear statements about each of the following: (a) 
Monroe Doctrine, (b) Alabama Claims, (c) Electoral Commis- 
sion. 

23. — Say what you can of our relation to France from 1792 
to 1812. 

24. — For what is each of the following noted in American 
history: Samuel de Champlain, John Jay, Thomas H. Benton, 
Sam Houston, Salmon P. Chase. 

25. — Name three noted English discoverers or explorers and 
tell the most important things which each did. 

26. — Give reasons for the failure of the French in North 
America. Give an account of the different discoveries and 
explorations of the Mississippi River. 



GENERAL REVIEW TOPICS. 471 

27. — Give the territorial history of California; of Oregon. 

28. — Give briefly three compromises in our Constitution. 
Were they necessary ? Were they fortunate or unfortunate ? 
State reasons for your answer. 

29. — Draw a comparison between Alexander Hamilton and 
Thomas Jefferson. 

30. — Give an epitome of the naval operations in the War of 
i8i2. More fully describe one of these naval battles. 

31. — We may properly call the battle of King's Mountain 
the "Bennington of the South." Give a short account of each 
of these battles and compare them as to men, methods, and 
results. 

32. — Give date of the battle of the Brandywine. Why was 
this battle fought ? Why south of Philadelphia ? What was the 
result ? Who were the commanders ? 

33. — Give military history of General Daniel Morgan of 
Revolutionary fame. 

34. — Give a brief review of the service of General W. T. 
Sherman in the Civil War. 

35. — Contrast the earl)'^ settlers of New England with those 
of Virginia, and state the social and political differences resulting 
therefrom . 

36. — Give brief account of General Greene's campaign in the 
south during the Revolution. 

37. — Why was the Mexican War waged ? Give its results. 

38. — Trace the territorial history of Texas. 

39. — Trace the territorial history of Iowa. 

40. — Give steps by which the United States acquired its pres- 
ent territory exclusive of the thirteen original states. 

41. — What is meant by the "Ordinance of 1787"? Show its 
effects on the subsequent history of the nation. Give four lead- 
ing features of this ordinance. 

42. — To what political party did each of the following men 
belong: Jackson, Webster, John Adams, William Henry Har- 
rison, Calhoun, Clay, Cleveland, Benjamin Harrison ? For what 
was each especially noted ? 

43. — Give steps by which the negroes emerged from slavery 
to full citizenship, including the ballot. 



472 A SCHOOL HISTORY OF THE UXITED STATES. 

44. — Creasy in his "Fifteen Decisive Battles of the World" 
gives Saratoga as one of them. If this is properly so classified, 
give reasons why. 

45. — Give some facts about each of the following: Whiskey 
Rebellion, Molly Maguires, Railroad Strike of 1877. Kearney- 
ism, and Ku Klux Klan. 

46. — Give full accounts of events within a radius of one hun- 
dred miles of Detroit, in 1812-13. 

47. — How many states in the Union in 1800? How many 
were free, how man}^ slave states ? How many slave, and how 
many free states in 18 19? How many of each in 1849? What 
was the last slave state admitted ? When ? How many states 
at the present time ? 

48. — What provisions for education were made in the early 
history of Massachusetts ? What is the principal source of the 
public school fund in the western states ? 

49. — Give a short account of the early settlement of Virginia. 

SO. — Make a few statements about each of the following: 
Commodores Perry, McDonough, Decatur, Foote, and Admiral 
Farragut. 

51. — Give an account of Sherman's Atlanta campaign and its 
results. 

52. — Give an account of Lee's first invasion of the North, 
with results. Give an account of his second invasion, and results. 
Draw a comparison between the two invasions. 

53. — Give an account of the Sioux war and the Custer mas- 
sacre. 

54. — After the Civil War wherein did President Johnson and 
Congress difier in regard to the reconstruction of the seceding 
states ? What conditions made the problem of reconstruction a 
difiicult one ? 

65. — With special reference to North America, characterize 
(i) the 1 6th century; (2) the 17th century; (3) the i8th century; 
(4) the 19th century. 

66. — What was the principal political question which divided 
the two leading parties (i) from 1854 to 1861; (2) from 1861 to 
1865; (3) from 1865 to 1880; (4) from 1880 to 1895; (5) during 
the presidential campaign of 1 896 ? 



GENERAL REVIEW TOPICS. 473 

67. — Make a few statements about each of the following; 
Gates, Gage, Montgomery, Burgoyne, Sullivan, Cornwallis, Howe 
and Greene, all of the Revolutionary War. 

58. — Make clear who the following persons were and what 
each did: General Charles Lee, Richard Henry Lee, " Light- 
Horse Harry" Lee and Robert E. Lee. 

69. — The following generals were associated with the Civil 
War, Make clear statements about each: Joseph E. Johnston, 
Albert Sidney Johnston, J. B. McPherson, O. O. Howard, John 
A. Logan and James Longstreet. 

60. — Give an account of the settlement of Plymouth. Give 
an account of the Quakers in New England. 

61. — Give an epitome of the causes of the Revolutionary 
War. 

62. — Give an epitome of the causes of the Civil War. 

63. — Give an account of the settlement of Maryland. 

64. — Name the Vice-Presidents who became Presidents on the 
death of their predecessors. State some facts about the changes 
in each case. 

65. — Give the full results of the capture of Fort Henry and 
Fort Donelson in 1862. Name in proper order all the events 
which led to the opening of the Mississippi River. 

66. — Give a vshort account of John Ericsson. Name two 
inventions of his, one of which revolutionized naval warfare, the 
other changed the style of ocean steamships. 

67. — Name the three departments of government under our 
Constitution, Which of these departments were wanting under 
the Articles of Confederation ? Did the absence of these depart- 
ments have anything to do with the failure of the Articles of 
Confederation ? If so, why ? 

68. — Give a short history of the 13th, 14th, and 15th Amend- 
ments of the Constitution. 

69. — Give an account of the invention of the cotton-gin and 
show how it influenced the history of the United States. 

70. — Name five famous inventions or discoveries associated 
with electricity. Give a short sketch of three of them. 

71. — When and by whom was Florida discovered? Carolina 
settled ? Dred Scott decision made ? First Atlantic cable laid ? 



474 A SCHOOL HISTORY OF THE INITED STATES, 

72. — Give an account of the leading earlier historians of the 
United States. 

73. — How did Congress provide means for carrying on the 
Revolutionary War ? Was the suffering of the Revolutionary 
soldiers the result of the poverty of the colonies, or from weak 
government ? Discuss this. 

74. — What officers constitute the President's Cabinet ? State 
in a general way the duties of each cabinet officer. 

75. — Give an account of Whitman's famous ride. Why 
made, and results. 

76. — The siege of Boston: When did it commence, when did 
it close? Where did Washington get his large siege-guns? 
What event caused the British to leave the city ? 

77. — Name four British generals of the Revolution. Give 
brief account of an event in which each was a prominent actor. 

78. — Name five American generals of the Revolution. Give 
brief account of an event in which each was a prominent actor. 

79, — Name five foreigners who helped the Americans in the 
Revolution. Tell something about each of them. 

80. — Give the military history of General Grant. 

81. — Give the military history of General Scott. 

82. — Give an outline of the life of Washington. 

83. — The geographical position of Virginia was the more 
favorable to which army, the northern or the southern during the 
Civil War ? Give reasons. How was it possible for Lee to get 
so far north as Gettysburg ? 

84. — Gettysburg is called one of the decisive battles of the 
world. Give your reasons for or against that proposition. Give 
an account of the battle. 

85. — Make a few statements about each of the following; 
The Jetties, East River bridge, Centennial Exposition and Colum- 
bian Exposition. 

86. — Give an account of the invention of the steamboat. Give 
an account, of the first trip of a steamboat down the Ohio and the 
Mississippi. Discuss their usefulness in developing the Missis- 
sippi valley. 

87. — The Erie Canal: Its location; when opened; its import- 
ance. 



GENERAL REVIEW TOPICS. 475 

88- — Give a history of the formation and adoption of the Con- 
stitution. 

89.— Tell the story of the Salem witchcraft. 

90. — Give an account of the settlement of Rhode Island. 

91. — Give a short account of the origin, progress and down- 
fall of slavery in the United States. 

92. — What were the names of the first two great political par- 
ties formed in the United States, after the adoption of the Consti- 
tution, and what were the distinctive principles of each ? Do 
these differences still exist ? If so, what parties represent them ? 

93. — Talk about our early American poets. 

94. — Name our early novelists and essayists, and say some- 
thing of their character, and of their works. 

95. — Say what you can of the old United States bank, and of 
the national banking system of the present time; also say what 
you can about greenbacks. 

96. — Give history of the coinage laws of the United States. 

97. — Say what you can of the Omnibus Bill of 1850, and its 
results on the history of the United States. 

98. — When and where was the first railroad built in the 
United States ? When was the Pacific railroad opened ? When 
and by whom was the locomotive invented ? 

99. — Chattanooga : Why was it an important position in the 
Civil War ? Was it of less importance to the Confederacy than 
Richmond itself? What battles were fought in order to gain and 
hold possession of it ? 

100. — The year 1863 was the third and decisive one of the 
Civil War: What three decisive Union victories in that year? 
What two defeats? The year 1777 was the third and decisiv^e 
one of the Revolution: What two campaigns during that year? 
Which was favorable to the Americans, and which to the British? 

1 1 . — In what year was the Civil War ended ? What was the 
final and decisive battle ? Where and by whom was the surrender 
made? On what day was peace proclaimed? 

102. — Give a connected account of the reconstruction oi the 
South. What are the Xlllth, XlVth and XVth amendments to 
the Constitution and what relation had they to the outcome of 
the civil war? What was the "carpet bag" government? 



476 A SCHOOL HISTORY OF THE UNITED STATES. 

103. — Why was President Johnson impeached? 

104. — What about the purchase of Alaska? What did we 
pay for it? Tell all you can about its resources and possibilities. 

105. — Give some account of the latest Indian wars. What 
noted general was slain in one? 

106. — What can you tell about Captain Eads famous jetties? 

107. — When was the United States Signal Service established, 
and what are its uses? 

108. — Why was the Hayes-Tilden election commission ap- 
pointed ? 

109. — When was "Civil Service reform" inaugurated, and 
what are its purpose and history? 

110. — What caused the panic of 1873? 

111. — Give some account of the labor troubles between 1870- 
1880. Who were the "Molly Maguires"? What was "Kear- 
neyism"? 

112. — When was the Red Cross Society formed and what is 
its object? 

113. — What can you say of the progress of inventions and 
discovery in the latter part of the 19th century? 

1 14. — Where was the World's Columbian Exposition held and 
what event did it celebrate? 

115. — Give a history of the silver question. AMiat is meant 
by "16 to 1"? 

1 16. — Give a history of the tariff question from the early days 
of the government to the present. Name some of the chief bills. 

117. — How did Hawaii come to be annexed to the United 
States? 

118. — Give a history of the Spanish- American War. What 
did we gain by our part in it? 

119. — What are the XVIth and XVIIth amendments to the 
Constitution and when were they passed? 

120. — What political questions led to the election of Woodrow 
Wilson in 1912? 



TRACING LESSONS IN UNITED STATES HISTORY. 477 



TRACING LESSONS IN UNITED STATES HISTORY. 



[Numerals refer to paragraphs unless otherwise stated ] 



I. Growth of Constitutional Government. 

Paragraph. 

1 The Great Charter 48, 145 

2 The Struggle in England 50 

3 First Colonial Legislature. Page 60 45 

4 The INIayflower Compact 56 

5 Connecticut Constitution. Pages 77-78 61 

6 The New Haven Agreement 62 

7 Local Self Government 67 

8 Colonial Government 66 

9 The Cclonial Confederacy 65 

10 The First Attempt at a General Union 220 

1 1 The First Colonial Congress Called. Page 162 148 

12 First Continental Congress Called 152 

13 The Second Continental Congress Meets 160 

14 Declaration of Independence 163 

15 Articles of Confederation 213 

16 Weakness of Articles of Confederatijn 214, 215, 216 

17 Ordinance 1787 Organizing the North-west Territory. . .217 

18 Constitution Adopted 218, 219 

19 Difficulties in the way of Adopting the Constitution 221 , 222 

20 Government Organized 223 

21 Amendments to Constitution 447 



From Religious Intolerance to Freedom of Worship. 

Paragraph. 

Act of Uniformity in England 49 

.\ct of vSuprcniacy in England 87 

Intolerance in France and in Scotland 96 



478 A SCHOOL HISTORY OP THE UNITED STATES. 

Paragraph. 

4 Pilgrims in Holland 54 

5 Quakers in New England 71 

6 Roger Williams. Pages 80-81 63 

7 Maryland's Toleration Act 89 

8 New Netherland Open to all Creeds 82 

9 Freedom of Worship in Pennsylvania. Page 112 92 

10 Toleration in the Carolinas 96 

11 Religious Freedom in the Ordinance of 1787 217 

12 Religious Freedom is Incorporated in the Constitution 

of the United States, Article VI, paragraph 3; and 
in Amendment I. 



III. General Progress: — From the Power-loom 
TO the X-ray. 

Paragraph. 

1 Steam Power 276 

2 Cotton Gin 275 

3 Steamboat 277, 278 

4 Erie Canal 279 

5 The Drainage and Hennepin Canals 442 

6 Railroads 280 

7 Pacific Railroad 410 

8 Electric Telegraph 315 

9 Sub-Marine Telegraph 316 

10 Telephone and Microphone 317 

1 1 Phonograph and Dynamo 318 

1 2 Modern Farming 32 1 

1 3 Domestic Machinery 322 

1 4 The Monitor and Screw Propeller 324 

1 5 The Jetties 42 1 

16 Centennial Exposition 420 

17 Columbian Exposition 441 

1 8 Progress of the vSouth 436 

19 Humane Spirit of the Age 433 

20 General Progress and the X-Ray. 437 

21 Invention of the Flying Machine and Wireless Telegraphy 458 



TRACING LESSONS IN UNITED STATES HISTORY. 479 

IV. Territorial History of the United States. 

Paragraph. 

1 Before and after the French and Indian War. Maps 17 

and 18, witli exercises; pages 150, 151. 

2 Before and after the Revolutionary War. Maps 28 and 

29. with exercises; pages 216. 217. 

3 Louisiana Purchase 237 

4 Florida Purchase 270, 293 

5 Admission of New vStates 284, 285, 286, 457, 459 

Chart No. 33, with exercises; pages 274, 275. 

6 Annexation of Texas. Page 285 t. f 297, 300 

7 The Oregon Country. Page 286 298, 299, 300 

8 Results of the ^Mexican War 304 

9 California. Utah. Nevada and Colorado 307, 311 

iO Growth of Territory ^^'est of the Mississippi. Pages 

293-298 '. 312, 313 

Admission of States. See "Monument," page 324. 

Purchase of Alaska 407 

Annexation of Hawaii 446 

Annexation of Porto Rico and Philippines acquired 

by Spanish- American War 449 



V. Financial History op the United States. 

Paragraph. 

1 A Poor Sort of Money 183, 416 

2 The Inrst Revenue Law 224 

3 Coinage Laws 225, 443 

4 The United States Bank 289 

5 The Sub-Treasury Act 290 

6 National Banking System 375 

7 Resumption of Specie Payments 426 

8 The Silver Question 443 



480 APPENDIX. 



APPENDIX 



THE CONSTITUTION OF THE UNITED STATES. 



PREAMBLE. 



We, the people of the United States, in order to form a morf 
perfect Union, establish justice, insure domestic tranquillity, pro- 
vide for the common defense, promote the general welfare, and 
secure the blessings of liberty to ourselves and our posterity, do 
ordain and establish this Constitution for the United States of 
America. 

Article I. IvEGislative Department. 

Section I. Congress in Getieral. 

All legislative powers herein granted shall be vested in a Con- 
gress of the United States, which shall consist of a Senate and 
House of Representatives. 

Section II. House of Representatives. 

1 . The House of Representatives shall be composed of mem- 
bers chosen every second year by the people of the .several States, 
and the electors in each State shall have the qualifications requi- 
site for electors of the most numerous branch of the State 
legislature. 

2. No person shall be a Representative who shall not have 
attained the age of twenty-five years, and been seven years a 
citizen of the United States, and who shall not, when elected, be 
an inhabitant of that State in which he .shall be chosen. 

3. Representatives and direct taxes shall be apportioned 
among the several States which may be included within this 
Union, according to their respective numbers, which shall be 



TTTT5 CONSTITT^TION. 481 

determined by adding to the whole number of free persons, 

including those bound to service for a term of years, and exclud- 
ing- Indians not taxed, three-fifths of all other persons. The 
actual enumeration sliall be made within three years after the 
first meeting of the Congress of the United States, and within 
every subsequent term of ten years, in such manner as they shall 
by law direct. The number of Representatives shall not exceed 
one for every thirty thousand, but each State shall have at least 
one Representative; and until such enumeration shall be made, 
the state of New Hampshire shall be entitled to choose three, 
Massachusetts exghi, Rhode Island and Providence Plantations one, 
Connecticut five, Nezv York six, New Jersey four, Pe7insylva7iia 
eight, Delaware one, Maryland s\.^, Virginia ten, North Carolina 
five. South Carolina five and Georgia three. 

4. When vacancies happen in the representation from any 
State, the executive authority thereof shall issue writs of election 
to fill such vacancies. 

5. The House of Representatives shall choose their Speaker 
and other officers, and shall have the sole power of impeachment. 

Section III. Senate. 

1. The Senate of the United States shall be composed of two 
Senators from each State, chosen by the legislature thereof, for 
six years; and each Senator shall have one vote. 

2. Immediatel}' after they shall be assembled in consequence 
of the first election, they shall be divided as equally as may be 
into three classes. The seats of the Senators of the first class 
shall be vacated at the expiration of the second year; of the second 
class, at the expiration of the fourth year, and of the third class, 
at the expiration of the sixth, so that one third may be chosen 
every second year; and if vacancies happen by resignation or 
otherwise during the recess of the legislature of any State, the 
executive thereof may make temporary appointments until the 
next meeting of the legislature, which shall then fill such vacan- 
cies. 

3. No person shall be a Senator who shall not have attained 
to the age of thirty years, and been nine years a citizen of the 



482 APPENDIX. 

United States, and who shall not, when elected, be an inhabitant 
of that State for which he shall be chosen. 

4. The A^ice- President of the United States shall be President 
of the Senate, but shall have no vote, unless they be equally 
divided. 

5. The Senate shall choose their other officers, and also a 
President pro te7npo7'e in the absence of the Vice-President, or 
when he shall exercise the office of President of the United States. 

6. The Senate shall have the sole power to try all impeach- 
ments. When sitting for that purpose, they shall be on oath or 
affirmation. When the President of the United States is tried, 
the Chief Justice shall preside; and no person shall be convicted 
without the concurrence of two thirds of the members present. 

7. Judgment in cases of impeachment shall not extend further 
than to removal from office, and disqualification to hold and enjoy 
any office of honor, trust, or profit under the United States; but 
the party convicted shall, nevertheless, be liable and subject to 
indictment, trial, judgment, and punishment, according to law. 

Section IV. Both Houses. 

1. The times, places, and manner of holding elections for 
Senators and Representatives shall be prescribed in each State by 
the legislature thereof; but the Congress may at any time by law 
make or alter such regulations, except as to the places of choosing 
Senators. 

2. The Congress shall assemble at least once in every year, 
and such meeting shall be on the first Monday in December, un- 
less they shall by law appoint a different day. 

Section V. The Houses Separately. 

I. Kach house shall be the judge of the elections, returns, 
and qualifications of its own members, and a majority of each 
shall constitute a quorum to do business; but a smaller number 
may adjourn from day to day, and may be authorized to compel 
the attendance of absent members, in such manner, and under 
such penalties, as each house may provide. 



THE CONSTITUTION. 483 

2. Each house may determine the rules of its proceedings, 
punish its members for disorderly behavior, and, with the con- 
currence of two thirds, expel a member. 

3. Each house shall keep a journal of its proceedings, and 
fiom time to time publish the same, excepting such parts as may 
in their judgment require secrecy, and the yeas and nays of the 
members of either house on any question shall, at the desire of 
one fifth of those present, be entered on the journal. 

4. Neither house, during the session of Congress, shall, with- 
out the consent of the other, adjourn for more than three days, 
nor to any other place than that in which the two houses shall be 
sitting. 

Section VI. Privileges and Disabilities of Members. 

1 . The Senators and Representatives shall receive a compen- 
sation for their services, to be ascertained by law and paid out of 
the Treasury of the United States. They shall, in all cases ex- 
cept treason, felony, and breach of the peace, be privileged from 
arrest during their attendance at the session of their respective 
houses, and in going to and returning from the same; and for any 
speech or debate in either house they shall not be questioned in 
any other place. 

2. No Senator or Representative shall, during the time for 
which he was elected, be appointed to any civil office under the 
authority of the United States, which shall have been created, or 
the emoluments whereof shall have been increased during such 
time; and no person holding any ofhce under the United States 
shall be a member of either house during his continuance in 
office. 

Section VII. Mode of Passing Laws. 

1. All bills for raising revenue shall originate in the House 
of Representatives; but the Senate may propose or concur with 
amendments as on other bills. 

2. Every bill which shall have passed the House of Repre- 
sentatives and the Senate shall, before it become a law, be pre- 
sented to the President of the United States; if he approve he 
shall sign it, but if not he shall return it, with his objections, to 



4S4 APPENDIX. 

that house in which it shall have originated, who shall enter the 
objections at large on their journal and proceed to reconsider it. 
If after such reconsideration two thirds of that house shall agree 
to pass the bill, it shall be sent, together with the objections, to 
the other house, by which it shall likewise be reconsidered, and 
if approved by two thirds of that house it shall become a law. 
But in all such cases the votes of both houses shall be determined 
by yeas and nays, and the names of the persons voting for and 
against the bill shall be entered on the journal of each house 
respectively. If any bill shall not be returned by the President 
within ten days (Sundays excepted) after it shall have been pre- 
sented to him, the same shall be a law, in like manner as if he 
had signed it, unless the Congress by their adjournment prevent 
its return, in which case it shall not be a law. 

3. Every order, resolution, or vote to which the concurrence 
of the Senate and House of Representatives may be necessary 
(except on a question of adjournment) shall be presented to the 
President of the United States; and before the same shall take 
effect, shall be approved by him, or being disapproved by him, 
shall be repassed by two-thirds of the Senate and House of Repre- 
sentatives, according to the rules and limitations prescribed in 
the case of a bill. 

Section VIII. Powers Grajited to Congress. 

The Congress shall have power: 

1. To lay and collect taxes, duties, imposts, and excises, to 
pay the debts and provide for the common defense and general 
welfare of the United States; but all duties, imposts, and excises 
shall be uniform throughout the United States; 

2. To borrow money on the credit of the United States; 

3. To regulate commerce with foreign nations and among 
the several States, and with the Indian tribes; 

4. To establish an uniform rule of naturalization, and uni- 
form laws on the subject of bankruptcies throughout the United 
States; 

' '5. To coin money, regulate the value thereof, and of foreign 
'•'Coin, and fix the standard of weights and measures; 



THE CONSTITl'TION. 4S;r) 

6. To provide for the punishment of counterfeiting the secur- 
ities and current coin of the United States; 

7. To establish post-offices and post-roads; 

8. To promote the progress of science and useful arts by 
securing for limited times to authors and inventors the exclusive 
right to their respective writings and discoveries; 

9. To constitute tribunals inferior to the Supreme Court; 

10. To define and punish piracies and felonies committed on 
the high seas and offenses against the law of nations; 

1 1 . To declare war, grant letters of marque and reprisal, and 
make rules concerning captures on land and water; 

12. To raise and support armies, but no appropriation of 
money to that use shall be for a longer term than two years; 

13. To provide and maintain a navy; 

14. To make rules for the government and regulation of the 
land and naval forces; 

15. To provide for calling forth the militia to execute 
the laws of the Union, suppress insurrections, and repel inva- 
sions; 

16. To provide for organizing, arming, and disciplining the 
militia, and for governing such part of them as may be employed 
in the service of the United States, reserving to the States respec- 
tively the appointment of the officers, and the authority of train- 
ing the militia according to the discipline prescribed by Con- 
gress; 

17. To exercise exclusive legislation in all cases whatsoever 
over such district (not exceeding ten miles square) as may, by 
cession of particular States and the acceptance of Congress, 
become the seat of the Government of the United States, and to 
exercise like authority over all places purchased by the consent 
of the legislature of the State in which the same shall be, for the 
erection of forts, magazines, arsenals, dockyards, and other need- 
ful buildings; and 

18. To make all laws which shall be necessary and proper 
for carrying into execution the foregoing powers, and all other 
powers vested b}^ this Constitution in the Government of the 
United States, or in any department or officer thereof. 



ISO APPENDIX. 

Section IX. Powers detiied to the United States. 
I „ The migration or importation of such persons as any of 
the States now existing shall think proper to admit shall not be 
prohibited by the Congress prior to the year one thousand eight 
hundred and eight, but a tax or duty may be imposed on such 
importation, not exceeding ten dollars for each person. 

2. The privilege of the writ of habeas corpus shall not be 
suspended, unless when in case of rebellion or invasion the public 
safety may require it. 

3. No bill of attainder or ex post facto law shall be passed. 

4. No capitation or other direct tax shall be laid, unless in 
proportion to the census or enumeration hereinbefore directed to 
be taken. 

5. No tax or duty shall be laid on articles exported from any 
State. 

6. No preference shall be given by any regulation of com- 
merce or revenue to the ports of one State over those of another; 
nor shall vessels bound to or from one State be obliged to enter, 
clear, or pay duties in another. 

7. No money shall be drawn from the Treasury but in con- 
sequence of appropriations made by law; and a regular statement 
and account of the receipts and expenditures of all public money 
shall be published from time to time. 

8. No title of nobility shall be granted by the United States; 
and no person holding any office of profit or trust under them 
shall, without the consent of the Congress, accept of any present, 
emolument, office, or title, of any kind whatever, from any king, 
prince, or foreign State. 

Sectio7i X. Powers denied to the States. 

1. No State shall enter into any treaty, alliance, or confeder- 
ation; grant letters of marque and reprisal; coin money; emit bills 
of credit; make anything but gold and silver coin a tender in pay- 
ment of debts; pass any bill of attainder, ex post facto law, or law 
impairing the obligation of contracts, or grant any title of nobility. 

2. No State shall, without the consent of Congress, lay any 
imposts or duties on imports or exports, except what may be 



THE CONSTITUTION. 487 

absolutely necessary for executing its inspection laws; and the 
net produce of all duties and imposts, laid by any State on 
imports or exports, shall be for the use of the Treasury of the 
United States; and all such laws shall be subject to the revision 
and control of the Congress. 

3. No State shall, without the consent of Congress, lay any 
duty of tonnage, keep troops or ships of war in time of peace, 
enter into any agreement or compact with another State or with a 
foreign power, or engage in war, unless actually invaded or in 
such imminent danger as will not admit of delay. 

Article II. Executive Department. 

Section I. President and Vice-Preside?it. 

1 . The executive power shall be vested in a President of the 
United States of America. He shall hold his office during the 
term of lour years, and together with the Vice-President, chosen 
for the same term, be elected as follows: 

2. Each State shall appoint, in such manner as the legisla- 
ture thereof may direct, a number of electors, equal to the whole 
number of Senators and Representatives to which the State may 
be entitled in the Congress; but no Senator or Representative, or 
person holding an office of trust or profit under the United States, 
shall be appointed an elector. 

3. [Clause 3 was superseded by Amendment XII.] 

4. The Congress may determine the time of choosing the 
electors and the day on which they shall give their votes, which 
day shall be the same throughout the United States. 

5. No person except a natural-born citizen, or a citizen of 
the United States at the time of the adoption of this Constitution, 
shall be eligible to the office of President; neither shall any per- 
son be eligible to that office who shall not have attained to the 
age of thirty-five years, and been fourteen years a resident within 
the United States. 

6. In case of the removal of the President from office, or of 
his death, resignation, or inability to discharge the powers and 
duties of the said office, the same shall devolve on the Vice-Presi- 



^^^ APPENDiy. 

dent, and the Congress may by law provide for the case of 
removal, death, resignation, or inability, both of the President 
and Vice-President, declaring what officer shall then act as Presi- 
dent, and such officer shall act accordingly until the disability be 
removed or a President shall be elected. 

7. The President shall, at stated times, receive for his ser- 
vices a compensation, which shall neither be increased nor dimin- 
ished during the period for which he may have been elected, and 
he shall not receive within that period any other emolument from 
the United States or any of them. 

8. Before he enters on the execution of his office he shall 
take the following oath or affirmation: 

"I do solemnly swear (or affirm) that I will faithfully execute 
the office of President of the United States, and will to the best 
of my ability preserve, protect, and defend the Constitution of 
the United States." 

Section II. Powers of the President. 

1. The President shall be Commander-in-chief of the Army 
and Navy of the United States, and of the militia of the several 
States when called into the actual service of the United States; 
he may require the opinion, in writing, of the principal officer in 
each of the executive departments, upon any subject relating to 
the duties of their respective offices, and he shall have power to 
grant reprieves and pardons for offenses against the United States, 
except in cases of impeachment. 

2. He shall have power, by and with the advice and consent 
of the Senate, to make treaties, provided two thirds of the Sena- 
tors present concur; and he shall nominate, and, by and with the 
advice and consent of the Senate, shall appoint ambassadors, 
other public ministers and consuls, judges of the Supreme Court, 
and all other officers of the United States, whose appointments 
are not herein otherwise provided for, and which shall be estab- 
lished by law; but the Congress may by law vest the appointment 
of such inferior officers, as they think proper, in the President 
alone, in the courts of law, or in the heads of departments. 

3. The President shall have power to fill up all vacancies? 



-HE CONSTITUTION. 4S9 

that may happen during the recess of the Senate, by granting 
commissions which shall expire at the end of their next session. 

Section III. Duties of the President. 

He shall from time to time give to the Congress information 
of the state of the Union, and recommend to their consideration 
such measures as he shall judge necessary and expedient; he 
may, on extraordinary occasions, convene both houses, or either 
of them, and in case of disagreement between them with respect 
to the time of adjournment, he may adjourn them to such time 
as he shall think proper; he shall receive ambassadors and other 
public ministers; he shall take care that the laws be faithfully 
executed, and shall commission all the ofi&cers of the United 
States. 

Section IV. Impeachment . 

The President, Vice-President, and all civil officers of the 
United States shall be removed from office on impeachment for 
and conviction of treason, bribery, or other high crimes and mis- 
demeanors. 

Article III. Judicial Department. 

Section I. United States Courts. 

The judicial power of the United States shall be vested in one 
Supreme Court, and in such inferior courts as the Congress may 
from time to time ordain and establish. The judges, both of the 
supreme and inferior courts, shall hold their offices during good 
behavior, and shall, at stated times, receive for their services a 
compensation which shall not be diminished during their contin- 
uance in office. 

Section II. Jurisdiction of the United States Courts. 

I. The judicial power shall extend to all cases, in law, and 
equity, arising under this Constitution, the laws of the United 
States, and treaties made, or which shall be made, under their 
authority; to all cases affecting ambassadors, other public min- 
isters, and consuls; to all cases of admiralty and maritime juris- 
diction; to controversies to which the United States shall be a 



490 APPENDIX. 

party; to controversies between two or more States; [between a 
State and citizens of another State;] between citizens of different 
States; between citizens of the same State claiming lands under 
grants of different States, and between a State, or the citizens 
thereof, [and foreign States, citizens, or subjects] . [See Amend- 
ments, Art. XL] 

2. In all cases affecting ambassadors, other public ministers 
and consuls, and those in which a State shall be a party, the 
Supreme Court shall have original jurisdiction. In all the other 
cases before mentioned, the Supreme Court shall have appellate 
jurisdiction, both as to law and fact, with such exceptions, and 
under such regulations as the Congress shall make. 

3. The trial of all crimes, except in cases of impeachment, 
shall be by jury; and such trial shall be held in the State where 
the said crimes shall have been committed; but when not com- 
mitted within any State, the trial shall be at such place or places 
as the Congress may by law have directed. 

Section III. Treason. 

1. Treason against the United States shall consist only in 
levying war against them, or in adhering to their enemies, giving 
them aid and comfort. No person shall be convicted of treason 
unless on the testimony of two witnesses to the same overt act, or 
on confession in open court. 

2 . The Congress shall have power to declare the punishment 
of treason, but no attainder of treason shall work corruption of 
blood or forfeiture except during the life of the person attained. 

Article IV. — The States and the Federal Government. 

Section I. State Records. 

Full faith and credit shall be given in each State to the public 
acts, records, and judicial proceedings of every other State. And 
the Congress may by general laws prescribe the manner in which 
such acts, records, and proceeding shall be proved, and the effect 
thereof. 



THE CONSTITUTION 491 

Section II. Privileges of Citizens, etc. 

1 . The citizens of each State shall be entitled to all privileges 
and immunities of citizens in the several States. 

2. A person charged in any State with treason, felony, or 
other crime, who shall flee from justice and be found in another 
State, shall, on demand of the executive authority of the State 
from which he fled, be delivered up, to be removed to the State 
having jurisdiction of the crime. 

3. No person held to service or labor in one State, under the 
laws thereof, escaping into another, shall, in consequence of any 
law or regulation therein, be discharged from such service or 
labor, but shall be delivered up on claim of the party to whom 
such service or labor may be due. [This clause has been super- 
seded by Amendment XIII., which abolishes slavery.] 

Sectio?i III. New States and Territories. 

1. New States may be admitted by the Congress into this 
Union; but no new State shall be formed or erected within the 
jurisdiction of any other State; nor any State be formed by the 
junction of two or more States or parts of States, without the 
consent of the legislatures of the States concerned as well as of 
the Congress. 

2. The Congress shall have power to dispose of and make 
all needful rules and regulations respecting the territory or other 
property belonging to the United States; and nothing in this Con- 
stitution shall be so construed as to prejudice any claims of the 
United States or of any particular State. 

Section IV. Guararitee to the States. 

The United States shall guarantee to every State in this Union 
a republican form of government, and shall protect each of them 
against invasion, and on application of the legislature or of the 
executive (when the legislature cannot be convened), against 
domestic violence. 

Article V. Power of Amendment. 

The Congress, whenever two-thirds of both houses shall deem 
it necessary, shall propose amendments to this Constitution, or, 



492 APPENDIX. 

on the application of the legislatures of two-thirds of the several 
States, shall call a convention for proposing amendments, which 
in either case shall be valid to all intents and purposes as part of 
this Constitution, when ratified by the legislatures of three- 
fourths of the several States, or by conventions in three-fourths 
thereof, as the one or the other mode of ratification may be pro- 
posed by the Congress, provided that no amendments which may 
be made prior to the year one thousand eight hundred and eight 
shall in any manner affect the first and fourth clauses in the ninth 
section of the first article; and that no State, without its consent, 
shall be deprived of its equal suffrage in the Senate. 

Article VI. Public Debt, Supremacy of the Constitu- 
tion, Oath of Office, Religious Test. 

1. All debts contracted and engagements entered into, before 
the adoption of this Constitution, shall be as valid against the 
United States under this Constitution as under the Confederation. 

2. This Constitution, and the laws of the United States which 
shall be made in pursuance thereof, and all treaties made, or 
which shall be made, under the authority of the United States, 
shall be the supreme law of the land; and the judges in every 
State shall be bound thereby, anything in the Constitution or 
laws of any State to the contrary notwithstanding. 

3. The Senators and Representatives before mentioned, and 
the members of the several State legislatures, and all executive 
and judicial officers both of the United States and of the several 
States, shall be bound by oath or affirmation to support this Con- 
stitution; but no religious test shall ever be required as a qualifi- 
cation to any office or public trust under the United States. 

Article VII. Ratification of the Constitution. 

The ratification of the conventions of nine States shall be suf- 
ficient for the establishment of this Constitution between the 
States so ratifying the same. 

Done in convention by the unanimous consent of the States 
present, the seventeenth day of September, in the year of 
our Ivord one thousand seven hundred and eighty-seven, 



THE CONSTITUTION. 493 

and of the Independence of the United States of America 
the twelfth. In witness whereof, we have hereunto sub- 
.scribed our names. 

George Washington, President, and Deputy from Virginia. 

Naw Hampshire — ^John Langdon, Nicholas Oilman. 

Massachusetts — Nathaniel Gorham, Rufus King. 

Connecticut — William Samuel Johnson, Roger Sherman. 

New York — Alexander Hamilton. 

New Jersey — William Livingston, David Brearly, William Pat- 
terson, Jonathan Dayton. 

Pennsylvania — Benjamin Franklin, Thomas Mifflin, Robert 
Morris, George Clymer, Thomas Fitzsimons, Jared Ingersoll, 
James Wilson, Gouverneur Morris. 

Delaware — George Read, Gunning Bedford, Jr., John Dickin- 
son, Richard Bassett, Jacob Broom. 

Maryland -James McHenry, Daniel of St. Thomas Jenifer^ 
Daniel Carroll. 

Virginia — ^John Blair, James Madison, Jr. 

North Carolina— William Blount, Richard Dobbs Spaight, 
Hugh Williamson. 

South Carolina — ^John Rutledge, Charles Cotesworth Pinck- 
ney, Charles Pinckney, Pierce Butler. 

Georgia — William Few, Abraham Baldwin. 

Attest: William Jackson, Secretary. 

[Rhode Island sent no delegates to the Federal Convention. ] 



t94 APPENDIX. 



AMENDMENTS. 



[Amendments I.-X., Inclusive, were Proposed by Congress Sept. 25, 1789, and Declared ic 

Force Dec. 15, 1791.] 



ARTICI.E I. 



Congress shall make no law respecting an establishment of 
religion, or prohibiting the free exercise thereof; or abridging 
the freedom of speech or of the press; or the right of the people 
peaceably to assemble, and to petition the government for s 
redress of grievances. 

Article II. 

A well-regulated militia being necessary to the .security of a 
free State, the right of the people to keep and bear arms shall not 
be infringed. 

Article III. 

No soldier shall, in time of peace, be quartered in any house 
without the consent of the owner, nor in time of war, but in a 
manner to be prescribed by law. 

Article IV. 

The right of the people to be secure in their persons, houses, 
papers, and effects, against unreasonable .searches and seizures, 
shall not be violated, and no warrants shall i.ssue but upon proba- 
ble cause, supported by oath or affirmation, and particularly 
describing the place to be searched, and the person or things to 
be seized. 



THE CONSTITUTION. 49o 

Article V. 
No person shall be held to answer for a capital or otherwise 
infamous crime, unless on a presentment or indictment of aj^rand 
jury, except in cases arising in the land or naval forces, or in the 
militia, when in actual service in time of war or public danger; 
nor shall any person be subject for the same ofPense to be twice 
put in jeopardy of life or limb; nor shall be compelled in any 
criminal case to be a witness against himself, nor be deprived of 
life, liberty, or property, without due process of law; nor shall 
private propert}- be taken for public use without just compensa- 
tion. 

Article VI. 
In all criminal prosecutions the accused shall enjoj' the right 
to a speedy and public trial, by an impartial jur)- of the State 
and district wherein the crime shall have been committed, which 
flistrict shall have been previously ascertained by law, and to be 
informed of the nature and cause of the accusation; to be con- 
fronted with the witness against him; to have compulsory process 
for obtaining witnesses in his favor, and to have the assistance 
of counsel for his defense. 

Article VII. 
In suits at common law, where the value in controversy shall 
exceed twenty dollars, the right of trial by jury shall be pre- 
served, and no fact tried by a jury shall be otherwise reexamined 
in any court of the United States, than according to the rules of 
the common law. 

Article VIII. 

Excessive bail shall not be required, nor excessive fines im- 
posed, nor cruel and unusual punishments inflicted. 

Article IX. 

The enumeration in the Constitution of certain rights shall 
not be construed to deny or disparage others retained by the 
people. 

Article X. 

The powers not delegated to the United States by the Consti 



196 APPENDIX. 

tution, nor prohibited by it to the States, are reserved to the 
States respectively or to the people. 

Article XI. 

[Proposed by Congress March 5, 1794, aud declared in force Jan. 8, 1798.] 

The judicial power of the United States shall not be construed 
to extend to any suit in law or equity, commenced or prosecuted 
against one of the United States by citizens of another State, or 
by citizens or subjects of any foreign State. 

Article XII. 

[Proposed by Congress Dec. 12, 1803, and declared in force Sept. 25, 1804.] 

I . The electors shall meet in their respective States and vote 
by ballot for President and Vice-President, one of whom, at least, 
shall not be an inhabitant of the same State with themselves; they 
shall name in their ballots the person voted for as President, and 
in distinct ballots the person voted for as Vice-President, and 
they shall make distinct lists of all persons voted for as President 
and of all persons voted for as Vice-President, and of the number 
of votes for each; which lists they shall sign and certify, and 
transmit sealed to the seat of the government of the United 
States, directed to the President of the Senate. The President of 
the Senate shall, in the presence of the Senate and House of Rep- 
resentatives, open all the certificates and the votes shall then be 
counted. The person having the greatest number of votes for 
President shall be the President, if such number be a majority of 
the whole number of electors appointed; and if no person have 
such majority, then from the persons having the highest numbers 
not exceeding three on the list of those voted for as President, the 
House of Representatives shall choose immediately, by ballot, the 
President. But in choosing the President the votes shall be taken 
by States, the representation from each State having one vote; a 
quorum for this purpose shall consist of a member or members 
from two thirds of the States, and a majority of all the States 
shall be necessary to a choice. And if the House of Representa- 
tives shall not choose a President whenever the right of choice 
shall devolve upon them, before the fourth day of March next 



THE ecxxsTiTrTioN. 497 

following, then the Vice-President shall act as President, as in 
the case of the death or other constitutional disability of the Pres- 
ident. 

2. The person having the greatest number of votes as Vice- 
President shall be the Vice-President, if such number be a major- 
ity of the whole number of electors appointed; and if no person 
have a majority, then from the two highest numbers on the list 
the Senate shall choose the Mce- President; a quorum for the pur- 
pose shall consist of two thirds of the whole number of Senators, 
and a majority of the whole number shall be necessary to a 
choice. 

3. But no person constitutionally ineligible to the office of 
President shall be eligible to that of Vice-President of the United 
States. 

Article XIII. 

[Proposed by Congress Feb. i, 1865, and declared in force Dec. 18, 1865.] 

1. Neither slavery nor involuntary servitude, except as a 
punishment for crime whereof the party shall have been duly con- 
victed, shall exist within the United States or any place subject 
to their jurisdiction. 

2. Congress shall have power to enforce this article by appro- 
priate legislation. 

Article XIV. 

[Proposed by Congress June 16, 1866, and declared in force July 28, 1868.] 

1. All persons born or naturalized in the United States, and 
subject to the jurisdiction thereof, are citizens of the United 
States and of the State wherein they reside. No State shall make 
or enforce any law which shall abridge the privileges or immuni- 
ties of citizens of the United States; nor shall any State deprive 
any person of life, liberty, or property, without due process of 
law; nor deny to any person within its jurisdiction the equal pro- 
tection of the laws. 

2. Representatives shall be apportioned among the several 
States according to their respective numbers, counting the whole 
number of persons in each State, excluding Indians not taxed. 
But when the right to vote at any election for the choice of elect- 



498 APPENDIX. 

ors for President and Vice-President of the United States, Repre- 
sentatives in Congress, the executive and judicial ofl&cers of a 
vState, or the members of the legislature thereof, is denied to any 
of the male inhabitants of such State, being twenty-one years of 
age, and citizens of the United States, or in any way abridged, 
except for participation in rebellion, or other crime, the basis of 
representation therein shall be reduced in the proportion which the 
number of such male citizens shall bear to the whole number of 
male citizens twenty-one years of age in such State. 

3. No person shall be a Senator or Representative in Con- 
gress or elector of President and Vice-President, or hold any 
ofhce, civil or militar}^ under the United States or under any 
State, who, having previousl}' taken an oath as a member of 
Congress, or as an ofhcer of the United States, or as a member of 
any State legislature, or as an executive or judicial officer of any 
State, to support the Constitution of the United States, shall have 
engaged in insurrection or rebellion against the same, or given 
aid or comfort to the enemies thereof. But Congress may, by a 
vote of two thirds of each house, remove such disability. 

4. The validity of the public debt of the United States, 
authorized by law, including debts incurred for payment of pen- 
sions and bounties for services in suppressing insurrection or 
rebellion, shall not be questioned. But neither the United States 
nor any State shall assume or pay any debt or obligation incurred 
in aid of insurrection or rebellion against the United States, or 
any claim for the loss or emancipation of any slave; but all such 
debts, obligations, and claims shall be held illegal and void. 

5. The Congress shall have povv'er to enforce, by appropriate 
legislation, the provisions of this article. 

Article; XV. 

IProposed by Congress Feb. 26, 1S69, and declared in force March 30, 1870.] 

1. The right of citizens of the United States to vote shall not 
be denied or abridged by the United States or by any State on 
account of race, color, or previous condition of servitude. 

2. The Congress shall have power to enforce this article by 
appropriate legislation. 



THE CONSTlTrTION. 499 

Artici-K XM. 

[Proixisod by Ci.iisinss, July .S, 10()<>: raliluil r.biiiary, I'M-V] 

The Congress shall have power to lay and collect taxes on 
incomes, from whatever source derived, without apportionment 
among the several States, and without regard to any census or 
enumeration. 

Article XVII. 

[Proposed by Congress, Juno, 1911; ratifuil 191.5.) 

§ 1 . The Senate of the United States shall be composed of two 
senators from each State, elected by the people thereof for six 
years, and each senator shall have one vote. The electors in each 
State shall have the qualifications requisite for electors of the 
most numerous branch of the State legislatures. 

§2. When vacancies happen in the representation of any 
Slate in the Senate the executive authority of such State shall 
issue writs of election to fill such vacancies. Provided, that the 
legislature of any State mav empower the executive thereof to 
make temporary appointments until the people hll the vacancies 
by election as the legislature may direct. 

§3. This amendment shall not be so construed as to alTect the 
election or term of any senator chosen before it becomes valid as 
part of the Constitution. 



500 



A SCHOOL HISTORY OF THE I'NITED STATES. 



PRONOUNCING VOCABULARY. 



The Vowel Sounds. 

Key: The Scientific Ali)habet.* All long vowels aic niLirked; short vowels, uiiinarked. 



Sliort Vowels. 

•1 as ill sofa 

a as in cat 

e as in nft 

i as in sit 

o as in obey 

o as in soft, what 

u (oo) as in full, look 

V as in tip, hiU 



Long Vo^vels. 

a as ill father 
a as in caiv, air 
e (a) as in they, say 
i (e) as in machine, see 
6 as ill no, token 
o as in nor, war 
fi (oo) as in i7^1(', ucliori] 
as in b/zrii, I(m-ii 



Diphthongs. 

i (ai) as in (risle.lii' 
oi as in oil 

au (aoo) as in o(/t, hoin- 
iu (ioo) as in iiK/sic, twne 
yii (yob) as in wse, yo;/ 



t as in her, sir 



Some Consonant Sounds. 

o and Ic have the same sound, as in cat, Aill; fU as in fknrc/i; g as in g'ood; j as invest. 
ffum; h\\ as in a.y/t; zli as in asiiie. The mark ^ under an unaccented vowel indicates that tU? 
sound varies toward i in pity; the mark ^-j that the sound varies toward u in hut and hiin\. 



Abercroiiible, ab'ei-cruni-bi 

Acadia, a-ke'di-a 

Aix=la:Cliapelle, ex"»lfi»ehg"pel' 

Alabama, al'a-bn'ma 

Ala!!tka, a-las'ka 

Albany, el'ba-ni 

Albemarle, al'be-mail 

Alexandria, al"egz-an'dri-ci 

Algeria, al-ji'ri-o 

Algoiikian or Algonquin, al-gfui'kin 

Allaloona. al-a-tu'na 

Allogliany, ariQ-ge"ni 

Altamalia, al"ta-ma-hQ' 

AmrrieiiM Ventpueius, a-mer'i-ku8 ves- 

l)iu'shus 
Andre, an'drC 
Androfit, an'dros 
Anne, :in 

Antletam, anit'tam 
Appalaeliian, ap'alach'i-an 
App4»iiialt<>x, ap'o-inat'Hx 
Arizona, ai'i-zO'nci 
ArkaiiNaw, fir-kan'sas friv.), <"ir'knn-s6 

(etaln 



Asliburton, ash'bur-tnn 
Aztees, az'tece 



Bainbridge, ben'brij 
Balboa, bfll'bo-a 
Barbary, bar'bar-i 
Beauregard, bO're-gurd 
Bering, Wring or ber'ing 
Birniingliam, bcr'ming-am 
Borgne, burn 
Breekinridge, brek'in-rij 
Buelianan, biu-can'an 
Buell, biu'el 

Bueiia Vista, biu'nu vis'to 
Bnrgoyne, bfir-goin' 



Cabot, cab'ut 

Cabral, cQ-bi-ai' 

Cadiz, ke'diz or ku'dith (Sp.) 

Callioun, cal-hnn' 

Caiioneliet, ke-non'chet 

Caiionieu)<i, ke-iu)n'i-kU8 

Cauiile cu-iiut' 



' Hn«o(l upon the Sclentlilc Aliiliiiint nt" itic SrANDAiii) Duviovawy. 



PRONOU.NCINC4 VOCABULAUY. 



501 



Carlbbeau, car i-bi'an 
Carolina, cai-'o-li'im 
Cartler, cflr'tyc'' 
Castile, cds-til' 
Catawba, ca-te'bu 
Cathay, cath-e' 
Cavaliers, cava-lirs' 
Cayuga, ca-yu'ga 
Cerro Ciordo, ser'ro ger'do 
Cliani plain, sliam'iilGii' 
CIiapiiKepec, cha-pul"tC-iicc' 
Cliarlc'ston, churlz'tun 
Cliarlostowii, chflrlz'taim 
Cliatliaiii, chat'ani 
Cliailaliuuchec, chal'u-hu'clii 
Chattanooga, cliaf'a-iin'ga 
Clieroki'e, clier o-ki' 
Chesapealie, clies'a-pik 
Chli'ayo, slii-co'gO 
Chifkaltoininy, cliik'a-liaui'i-ni 
Chlt-iiainiinga, cliic'a-inS'gd 
Chickasaw, chic'a-sS 
Chippewa, eliip\--\v6 
Choetaw, diec'tS 
Clio\i'an, rliu-wSn' 
Chnriibiisi-o, cliu'iii-ljus'co 
CIpang'o, si -pan'go 
Claiborne, clu'btjrn 
Coligni, cO'lt'nyt' 
Conneotieut, cgn-uet'i-cut 
Constantinople, ceu-slaii"ti-uo'pl 
Contreras, ten-trc'ras 
Cornwallis, cern-wel'is 
Coronado, cer'O-na'dO 
Cortez, cor'li'z 
Creasy, cil'zi 
Culpepper, cul'pe-pi;r 

1> 

Ua Oama, Ua gri'iml 
Oalton, del'tun 
Decatur, ik'-ke'tur 
Delfthaven, (lelftli<i'\\'n 
De Soto, ill" sO'ti") 
D'Estalng, desi'tang' 
De Vaca, di" vu'cii 
Din\vid«1io. din-uid'di 
Diiqiiesne, du'ken' 

E 
Udlsoii, I'di-suii 
Ulizabetli, c-liz'a-bcth 
KrirsMon, i;r'ic8-8on 
I'^uphrates, yu-fre'ttz 



I£utau', yu'tn 
Evangeline. y-van'jeMn 



Faueuli, fan'il or fuii'l 
Farragut, far'u-uiii 
Ferdinand. IVr'dinuna" 
Feiidalisin. liu'dul-izni 
Fremont, fiv-moni' 
Frol>i slier, l'i«b'ish-i|i- 
Fronteiia4-, fren'le-iiac 
Fulton, fiil'tiin 

(ircnet, zhe-uC 

(iienoa, jen'o-ci 
Ghent, gent 
Gibraltar, ji-biol'tai 
Gila, hi'lu 
Gosnold, goz'nold 
Gourg'ues, gurg 
G u erriere, gj;i-ii-a:' 
Guilford, gil'fgrd 

H 

Ilanipshir<>, hamp'shgr 

Havana, lui-van'a 

Haverliiil. be'v(;i-il 

Heriiiiner. bf:i'ki-mj;r 

Hertel de Rouville, hyr-tel de rfl'vll' 

Hesse Cassel. hes'e ku'sel 

Hessians, hesh'icui 

Hiawatha, hra-wfl'tha or hl"a-wa'tl.a 

Huguenot, hin'gg-iiet 



Illinois, irii-nei' 
Indiana, iirdi-au'a 
Iroquois, ir'o-cwei' 
Iroqiioian, ir"o-cwoi'aii 
Isabella, iz'a-bel'la 



Jesuit, jez'yii-it or jezh'n-it 

Jetty, jet'i 

Jollet, zhO'lfe' (F) or jO'Ji-et 

K 

Kankakee, kang'ka-kt' 
Kaskaskia. kas-kas'ki-a 
Kearney, kiii'iii 
Kenesaw, ki'ii'i'«r> 
KoscluAko, kes'i-Ds'kG 



PRONOUNCING VOCABULARY. 



Labrador, lab'ra-dei-' 
Liicliiiio, Ifl'slun' 
Liilayt'tle, lfl"fe"et' 
L.a)i«aile, WsQl' 
Lioboenf, le-bOf 
Loif, )Tf 
Lioydeii, ll'Jen 
lios Angeles, las un'jfi-liA 
liOuisbiirg, lu'is-burg 
Lioiiisiaiia, lu'i-zi-an'a 

i^Iacdoiioiigli, mgc-den'o 
Mackinaw (Maokinae), niak'i-ue 
Magellan, ma-jel'an 
Magna Cliarta, mag'nn car'ta 
Malacca, ma-lac'a 
Manhattan, man-hat'au 
Marquette, mfli-'ket' 
Massasoit, mas'a-seit" 
Mediterranean, med'i-tgr-iG'iii-au 
Meigs, megz 

Melendez (Menendez), me-Ien'deth 
Miami, nn-a'mi 
Miantononio, mi-au-to-nO'mO 
Missouri, mis-su'ri 
Modoc, mO'dec 
Moliainmedan, ino-ham'ed-cin 
Moliawk, mO'hek 
Moliegan, mO-hi'gan 
Molino del Key, mo-li'no del ro 
Monnioutli, uieii'niutli 
Monongaliela, ino-nen"go-ht'la 
Montana, men-ta'ua 
Montcalm, ment-ccuu' 
Monterey, nien"te-re' 
Montezuma, inen'te-zu'ma 
Monticello, moirti-sel'lr) 
Moultrie, mril'trt 

Nantes, iiaiits (Eng.) or nflnt (Fr.) 
Narragansctt, iiar'a-gan'set 
Navarre, na-vQr' 
Nebraska, ne-bias'ka 
Netlierland, iieth'gr-land 
Nevada. iiG-vci'da 
Neivloundland, iiirrfuiid-laiul 
Nicaragtia, ni"tfl-ra'g\vri 
Nipmiicks, iiip'mnks 
Normandy, nor'man-di 
Norseman, nera'man 
Northmen, niiitli'inen 
Nueces, uwu'ses 



O 

Ojibwas, o-jib'waz 
Ogeechee, o-gi'cbt 
Oglethorpe, O'gl-thorp 
Oklahoma, ek'la-lio'ma 
Oneida, o-ni'da 
Onondaga, en'en-do'ga 
Orlskany, o-rip'kn-iii 
Ottaiva, ot'a-wtt 



Palo Alto, ]jfl-lo fil'to 

Palos, pQ'lOs 

Parliament, pQi'lg-mgnt 

Philippine, firip-in 

Pickens, pik'enz 

Pizzaro, pi-zar'rO 

Plymouth, pliin'uth 

Pocahontas, pG'ca-heu'tas 

Ponce de Leon, prm'tlie dg iA'r:^ 

Portuguese, pOr'tiu-gis' 

Potomac, po-to'mak 

Po\%'hatan, pati"a-tan' 

Pueblo, pweb'lo 

Puerto Rico or Porto Rico, pwer'tO 

rl'cO or pOr'tO it'cO 
Pulaski, pii-kis'ki 

R 

Raleigh, re'li 

Rapidan, rap-i dan' 

Rappahannock, lap'a-han'^c 

Rawdon, ro'dun 

Resaca de la Palma, le-sfl'cfl de IC 

pul'inu 
Ribault, n"bo' 

Richelieu, rtsh'lyu' (F.) or rish's-lO (H. 
Rio Grande, li'O grau'de (Sp.) 
Roanoke, rO"au-ok' 
Robervale, lO'bar'vul' 
Roebling, reb'ling or rub'ling 
Roentgen oi Rontgen, rcn'gen or run' 

gen 
Rosecrans, lO'ze-kranz 
Runnymede, run'iii-mid 
Ryswick, ris'wic 

St. Augustine, sent" S-gns'tin 

Saint Leger, sent lej'sr 

Saltillo, sal-til'lo 

Santa Anna, sflu'tQ a'nfl 

Santa Fe. eOn'ta fe 

Santiago, BQn'ti-G'gO 

Santo Domingo, sflu'to do-mtn'jtft 



PRONOUNCINa VOCABULARY. 



503 



Saratu;'a, sar"a-10'ga 
Scliencctady, ske-nek'ta-di 
Schley, shll 
Scliuyler, skl'lgr 
Schuyikill, skul'kil 
Seneca, sen'e-ka 
Sliatviiee, shS-ni' 
Slieiiandoali, sheii'fln-do'fl 
Sltiloli, shrio 
Sioux, su 

Soutlianiptoii, sautli-liauip'tun 
Spottiiiylvaiila, spet'eil-va'ni-a 
Steuben, sloi'beii 
Stuyvesant, stl've-sant 



Tarletoii, tflil'tan 
Tecumseb, tekum'se 
Thames, temz (Eng.), themz (Am.) 
Tieondero}»a, tl-ken"ilgr-y'ga 
Tip|<w<tauoe, tip"e-ka-u&' 



Tonty (To nil), leu'ti 
Tripoli, trlp'o-li, 

U 
Ilroelit, yu'trcht 



Van Reiis>>elaer, vfln reii'eel-sr 
A'asco da Uaiua, vns''k() da ga'ma 
Vera Cruz, vu'iu knis 
Verrazano, ver'rfl-tsfl'iin 
Vilcln^', vl'kinjjo^' vik'iiig 
Vincennes, vin-senz' 
A'irginla, ver-jin'i-ci 

^v 

AVanipanoaj;, wem'pa-nog 
Wliallcy, liwal'e 
IVInnepesaulcee, win"e-pe-B8'ki 
AViK<-on!!«in, wis-keu'siii 
IVyouiing, wl-o'ming 



504 



INDEX. 



INDEX. 



A PACK. 

Abercrombic, General 144 

Abolitionists 306 

Acadia 133, 141 

Act of Supremaci' 106 

Adams, John, 215, 232, 237; ad- 
ministration, 238; death of... 263 
Adams, John Quincy. . .263, 277, 308 

Adams, Samuel 162, 168 

Admission of states 273, 294 

Aix-la-Chapelle, treaty of 136 

Alabama claims 419 

Alaska boundary dispute 460 

Alaska purchase 416 

Albemarle settlement 112 

Algeria 243 

Algiers 258 

Algonquins 38, 131 

Alien and sedition laws 239 

Alleghany Mountains 130 

Allen, Ethan 173 

Allatoona Pass 383 

Amendments to Constitution, 
XIII., 406, 413; XIV.. 414; 
XV., 414 ; XVI., 464 ; XVII . . .465 
America, discovered, 13; its 

name 16 

American Federation of Labor.. 460 

Americus Vespucius 16 

Amundsen, Captain 464 

Anderson, Robert 326 

Andre, Major 212 

Andros, Sir Edmond 93, 94 

Anaesthetics 302 

Annapolis 135 

Anti-Alien Land bill 465 

Anti-Federalists 237 

Anti-Slavery 306, 308, 309 

Antietam, battle of 371 

Arizona becomes a state... 324. 464 

Arlington Heights 334 

Army, its organization, 328; its 

divisions 329 

Armada, the Invincible 40 

Arnold, Benedict, treason of.... 212 



PAGE 

Arthur, Chester A 430, 432 

Articles of Confederation, 220; 

weakness of 222 

Aztec Indians 28 

Atlantic, cable, 299; coast 335 

Atlanta Campaign, 383 ; battle of.384 
Averysboro, battle of 400 



B 



Bacon's Rebellion 67 

Bainbridge, Captain. . .242, 254, 258 

Balboa 19 

Ballinger-Pinchot controversy.. .463 

Baltimore, Lord 106, 109 

Baltimore, Md., defense of; 256; 

riot 332 

Bancroft, George 304 

Banks, General 353, 369, 381 

Bank, U. S 278 

Barbary States 242, 258 

Barton, Miss Clara 437, 453 

Battle of 

Allatoona Pass 385 

Antietam or Sharpsburg 371 

Atlanta 384 

Averysboro 400 

Beaver Dam 369 

Belmont 335 

Bentonville 400 

Black River 353 

Brandvwine 190 

Bull Run, 1st. 334; 2d... 369, 371 

Bunker Hill 170 

Camden 205 

Cedar Creek 396 

Champlain, with Indians 38 

Champion Hill 353 

Chanccllorsville 374 

Chattanooga 353 

Chickamauga 355 

Chippewa 252 

Cold Harbor 395 



INDEX. 



505 



PAcr: 
Battle of 

Corinth, seigc of 347, 349 

Cowpens 207 

Custer ]\Iassacre 423 

Ezra Church 384 

Fair Oaks or Seven Pines.... 368 
Farrau;ut on Lower Missis- 
sippi 347 ; at Mobile 384 

Fisher's Hill 396 

Five Forks 403 

Fort Donelson 340 

Fort Duquesne 139 

Fort Fisher 401 

Fort Henry 340 

Fort McAllister 388 

Fort Moultrie 178 

Fort Schuvler 188 

Franklin 380 

Frederick.sburg 371, 374 

Gaines' Mill 368, 369 

Gettysburg 374 

Guilford Courthouse 207 

Horse Shoe Bend 257 

Invincible Armada 40 

Island No. 10 342 

luka 349 

Jonesboro 384 

Kenesaw Mountain 383 

King's Mountain 205 

Lake Chaniplain 253 

Lake Erie 249 

Le.xington 168 

Long Island 180 

Louisburg 135, 144 

Lundy's Lane 252 

Malvern Hill 369 

Merrimac and Monitor 365 

Mexican War 286-287 

Mill Springs 340 

Monmouth 198 

Narragansett Indians 90 

Nashville 340, 342. 389 

Naval, of War of 1812. . . .254-255 

New Hope Church 383 

New Market 395 

New Orleans 347 

Peach Tree Creek 383 

Pequot, near Mystic River.... 87 

Perryville 348 

Petersburg, siege of 403 

Pittsburgh Landing or Shiloh.34S 

Port Gibson 353 

Princeton 184 

Quebec 148, 175 



PAGE 

Battle of 

Raymond 353 

Resaca 383 

Saratoga 189 

Savage's Station 369 

South Mountain 371 

Spottsylvania 393 

Stone River or Murtrecsboro.349 

Stony Point 211 

Thames 250 

Ticonderoga 144 

Tippecanoe 248 

Trenton 133 

Vicksburg, siege of 352 

White Oak Swamp 369 

Wilderness 393 

Wilson's Creek 334 

Winchester 374, 396 

Yorktown, 213 ; siege of 367 

Beauregard, General, P. G. T 

345, 347 

Belmont 335 

Bemis Heights 189 

Bennington 188 

Bentonville, battle of 400 

Bergh, Henrv 437 

Berkeley, Sir' William 65-68 

Bering Strait 20 

Bey of Tripoli 243 

Big Black River 353 

Bill of Rights 93 

Bill, Kansas-Nebraska 320, 323 

Birmingham, Ala 439 

Black Friday 422 

Black Hawk 280 

Blaine, James G 430, 437 

Bland- Allison Act 441, 450 

Blockade 332 

Boone, Daniel 269 

Border ruffians 312 

Booth, J. Wilkes 406 

Boston settled, 75 ; tea partv, 

163; Port Bill .'..164 

Bowling Green 335, 338, 340 

Braddock, Edward 139 

Bragg, Braxton 348. 349, 355 

Brandywine, battle of 190 

Brant, Joseph 188 

Brazil, a Portuguese posses- 
sion 16 

Breckenridge, John C 314 

British attempts to reach India. . 43 

Brvan, William J 450, 451, 463 

Bryant, William CuUen 304 



506 



INDEX. 



Buchanan, James 312, 326 

Buell, General Don Carlos 

335, 338, 343, 345, 348, 349 

Buena Vista 287 

Bull Run 334, 369, 371 

Bunker Hill, battle of. 170; 

monument 262 

Burgesses, House of 60 

Burgoyne's Invasion, 187-189 ; 

surrender *• • • ■ 194 

Burnside, General A. E 

353, 371, 374 

Burr, Aaron 240. 241. 242 

Butler, General B. F. . .332, 333. 381 

Brooks, Preston S 323 

Brown, General 253 

Brown, John 323 



Cabot, John and Sebastian 

15, 127, 1.^0 

Cabral discovers Brazil 16 

Cable, Atlantic 259 

Calhoun, J. C 277, 279, 311, 326 

California, 290, 322; troubles in 434 

Calverts 106-109 

Camden, battle of 205 

Canada, 135 ; invasion of 174 

Cape Fear River 178 

Carolina, North and South. . 112-114 

"Carpet-bag government" 414 

Cartier, Jacques, up the St. 

Lawrence 35 

Casco Bay 132 

Cathay .- . . 8 

Causes of Revolutionarv War, 
156-164; of Civil War:... 320, 327 

Cavaliers 64, 321 

Cedar Creek 396 

Cedar Mountain 369 

Centennial Exposition 424 

Cervera. Admiral 456 

Cerro Gordo 287 

Chad's Ford, battle of 197 

Champlain, Samuel de, on the 
St. Lawrence, 2>7, 129; Cham- 
plain, Lake of, discovered, 38, 

129; battle of 253, 330 

Champion Hill 353 

Chancellorsville, battle of 374 

Charleston, S. C, 112, 178, 204 
326 ; earthquake at 4v% 



PAGE 

Charles 1 63 

Charles II. and New England.. 92 
Charter, Virginia, 59; third and 
last annulled, 61 ; government 84 

Chattanooga 353, 439 

Cherokees 200, 280 

Cherry Valley 200 

Chesaoeake, frigate 244, 255 

Chicago, fire 419, 436 

Chickamauga, battle of 

355, 359; park 430 

Chippewa, battle of 252 

Chowan River settlement 112 

Cipango 8 

Civil War, in England, 63 ; in 

United States, Causes of.. 320-327 

Civil Rights bill " 414 

Civil Service Reform 432 

Claiborne, William.... 108 

Claims to North America 128 

Clark, George Rogers 200. 202 

Clark and Lewis 242 

Clay, Henry 277, 31 • 

Clermont, the first steamboat.. 264 
Cleveland, Grover, 437, 438; 

second term 442 

Clinton, British General 204 

Clinton, De Witt 266 

Clinton, Sir Henry 177, 178. 189, 198 

Cockburn, Admiral 256 

Coinage laws 2ii, 448 

Coins 234 

Cold Harbor - 395 

Colfa.x, Schuyler 417 

Columbia River 284 

Columbia, S. C, capture of.... 400 

Columbian Exposition 444 

Columbus, Christopher, history 

of, 8; sails, 13; returns to 

Spain, 14; visits Iceland 24 

Colonial Confederacy, 83 ; gov- 
ernment 84 

Companies, the London and 

Plymouth 54 

Compromise, in Constitution, 

227 ; of 1850 290 

Concord 168-170 

Congress, First Colonial, 162. 

second, 164; New 232 

Conkling. Roscoe 430 

Connecticut 76 

Continental money 233 

Constitution adopted 

224, 240. 325, 326 



INDEX. 



507 



Constitution, frigate 254 

Convention, Constitutional .225-226 

Constellation, frigate 23S 

Conscription act 372 

Cook, Dr. Frederick A 464 

Cooper, James Fenniniore ^(P. 

Corinth, 347 ; battle of 349 

Cornwallis 

177, 183, 184, 204. 2(15. 207, 208. 213 
Coronado, in New Mexic(j and 

Arizona 29 

Cortez, conciuers .Mexico. .. .28, 129 

'"Cotton is King" 332 

Cotton-gin 263 

County, the, in Virginia. .60, 61, 85 
Convenanters, Scotch in Xorth 

Carolina 113 

Cowpens, the battle of 207 

Creek Indians 257, 280 

Cromwell, Oliver 64 

Cuba 453, 456, 458 

Cumberland, Armv of 

".345, 349, 355. 356 

Custer, General George 423 



D 



Dale. Sir Thomas 60 

Dallas ^S3 

Dalton 357, .383 

Davenport and Hooker 78 

Davis, Henrv G 459 

Davis, Jefferson 319, 403 

Decatur, Commodore 255, 258 

Decimal system 234 

Declaration of Independence... 177 

Deerlield, 132 ; story of 133 

De Kalb 197. 205 

Delaware, 105, 111; Forts on, 
192; Washington at, 198; first 

to ratify Constitution 225 

Democratic party 277, 325 

Demonetized silver 449 

De Soto 30, 31. 128 

Detroit 152, 249 

Dewey, Admiral George 454 

Dey of Algeria 243 

Dingley Bill 452 

Dinwiddie, Governor 1.^8 

Direct election of Senators 465 

Directory, French 238 

District of Columbia 232 



Dollar, Spanish-milled, 233-234; 

Spanish American 234 

Dorr's Rebellion 281 

Douglas, Stephen A 311, 313 

Dover 132 

Drainage canal 448 

Drake, Sir Francis 43. 283 

Dred Scott 312, 323 

Duquesne, 138-139; capture of.. 14! 

Durham 1.32 

Dutch Governors 99 



Eads, Capt. Jas. B 425 

Early, Jubal 395 

East River Bridge 425 

Edict of Nantes 113 

Edison, Thomas 3')0 

Electoral Commission 426 

Eliot, Rev. John 86 

Elizabeth, Age of 41 

Emancipation Proclamation 372 

Embargo Act 244 

Emerson, Ralph Waldo 304 

Endicott, Governor of Salem. . . 75 
English claims to North Amer- 
ica 1,30 

Ericsson, Capt. John 302 

Erie, lake, battle of, 249; canal. 266 

Ezra Church 384 



F 

Fairbanks, Charles W 459 

Fair Oaks 368 

Farragut, Admiral D. G 

336, 347, 384 

Federalists 237, 239 

Federal party 25? 

Field, Cyrus 299 

J'ifty-four-forty, or fight 285 

Fillmore, Millard 291, 309, 312 

Financial difficulties 195 

Fisher's Hill 396 

Five Forks 4<")3 

I'ive Nations 132 

Flag, American, adopted 197 

l-'lorida, discovered, 20, 128; 
^ purchased, 261 ; Seminole in. . 280 

Flying machines 462 

Fnote, Commodore, A. II... 338, 340 



508 



INDEX. 



PAGK 

Forbes, General 141 

Fort Duquesne 142 

Fort Fisher 401 

Fort Frontenac 119 

Fort Henry 340 

Fort Lee 182 

Fort McAllister 389 

Fort IMonroe 333, 365 

Fort Niagara 145 

Fort Orange 98 

Fort Pillow 342, 347 

Fort Pitt 141, 142 

Fort Schuvler, siege of 188 

Fort Sumter 326 

France 235 

Franklin 389 

Franklin, Benjamin 

175, 194, 210, 215, 225, 

Fredericksburg, battle of 371 

Freedmen 

Freesoil party 

Fremont, John C 286, 309, 

French in the north. 35 ; in 

Florida, 35; claims, 129; 

army, 213 ; Revolution 

French and Indian War 

Frobisher, Martin 

Frontenac, Count, Governor of 

Canada 119. 

Fugitive-slave-law 291, 

Fulton, Robert 

Fur-trade 97, 



248 
374 
414 
309 
335 



236 

137 

43 

132 
308 

264 
llh 



PAGE 

Gold, discovered. 289; stand- 
ard 449-150 

Goldsboro, battle of 401 

Good Hope, Cape of 12, 16 

Gorges and Mason's grant 82 

Gosnold crosses the Atlantic... 44 

Gourgues. in Florida 36 

Government organized 231 

Grand Gulf 353 

Grand model, the 113 

Grant, Gen. U. S., hrst battle, 
335 ; at Cairo, 335 ; uncondi- 
tional surrender, 340 ; at 
Pittsburgh Landing, 345 ; at 
luka, 349 ; at Vicksburg, 353 ; 
Commander of the W^est, 
357 ; made Lieutenant-Gen- 
eral, 380 ; his Overland Cam- 
paign, 393 ; at Petersburg, 
395 ; his terms of surrender, 
404; his presidency, 417, 430; 

his magnanimity 435 

Great Lakes explored 129 

Greeley, Horace 420 

Greenbacks 371, 421 

"Green Mountain boys". ... 173, 188 

Greene, Nathanael 205, 208 

'•Griffin, the." on Lake Eric. 119-120 

Groveton, battle of 371 

"Guerriere" 254 

Guilford, Court House 207 

Gustavus, Adolphus 99 



G 



Gadsden purchase 293 

Gage, Thomas, British General 

167-168, 170 

Gama, Vasco da 16 

Garfield, James A., 430; assas- 
sinated 432, 436 

Garrison, William Lloyd 306 

Gates, Sir Thomas, in Virginia. 60 
Gates, Horatio, Am. General, 
relieves Schuyler, 189, 194 ; 

defeated near Camden 205 

Genet, Citizen 236-2.^7 

Geneva Award 419 

Gettysburg, 374 ; park 439 

George HL, 157; hires foreign 

soldiers . 174 

Georgia settled 114 

Ghent, treaty of 258 



H 



Hague Court 460 

Haines' Bluff 352 

Hale, John P 309 

Halleck, General H. W 

337, 345, 347, 369 

Hamilton, Colonel Henry 200 

Hamilton, Ale.xauder, 225, 232. 

234, 237; killed 242, 32.^ 

Hancock, John 164, 168 

Hancock, General W. S 430 

Harlem Heights 182 

Harmer, Genera! Josiah 235 

Harper's Ferry, John Brown at, 
323 ; U. S. arsenal burned at, 

331 ; captured 371 

Harrison, General W. H., ;it 
Tippecanoe, .248; defeated 
near Raisin R., 249; elected 
President 281 



INDKX. 



509 



PAGIC 

Harrison, Benjamin 441 

Hartford convention 25S 

Harvard College founded. . . .7'), 322 

Haverhill 132 

Hawaii 4.S2 

Hawthorne, Nathaniel 3(14 

Hayes, General R. B., 426; Ins 

policy 42S 

Hennepin, Father Louis. ... 119, 12(1 

Hennepin canal 448 

Henry, Patrick 161, 226, 326 

Henry, Prince of Portugal 11 

Herkimer, General Nicholas. . . 18S 

Historians of America 304 

llobson. Lieutenant R. P 456 

Holland 40, 96 

Holmes, O. W 30-1 

Hood, General J. B., succeeds 
Johnston 383-384; moves 
north, 385 ; his army de- 
stroyed S'i^ 

Hooker, Rev. Thomas, in Con- 
necticut 77 

Hooker, General Joseph, ?)-i7 ; 
relieves General Burnsido. . . . .i74 

Houston, Samuel 2S,^ 

Howe, General Richard 172 

Howe, Elias 301 

1 loward. General O. 35^' 

Hudson, Henry 95 

Huguenots in Florida, 35; in 

South Carolina 114 

Hull, General William, surren- 
ders Detroit 249 

Hull, Capt. Isaac 254 

Hunter, General David 395 

Hutchinson, Anne 81 

I 

Iceland, its discovery, 23; its 

chronicles 25 

Tncas ^^9 

Income ta.x 442 464 

Indian origin, 46; language, 47; 
religion, 48; character, gov- 
ernment, warfare, hahitatinn 
and food. 49; tribes, 51; in 
New England. 86; in New 
York. 131 ; the semi-civilized. 
27; massacres in Virginia. 61 ; 
during the Revolution. 200; 
troubles in the Southwest. 
257; wars 280, 423 



PAGi: 

Indies, the trade with 8 

Insurgents ; 462 

Internal improvements 277 298 

Inventions 263, 300 

Invincible Armada 40 

Irving, Wasliington 302 

Isabella. Queen of Castile 13 

Island No. Id M2 

luka 349 



Jackson, General .\ndrc\v. 257; 
in Florida, 261 ; chosen Presi- 
dent, 277 ; opposed to U. S. 

bank 278 

Jackson, T. J. (Stonewall), 364, 

369. 371; death of 374 

James I 63 

James II 93 

Jamestown, settlement, 55 ; sla- 
very at, 61 ; burned 68, .321 

Java, frigate 254 

Jay, John 215. 2.34, 237 

Jefferson, Thomas, drafts the 
Declaration, 177; member of 
first cabinet, 232; suggests the 
decimal system, 234; leader of 
Anti-Federal party 237 ; elect- 
ed President, 240 ; favored the 
Embargo Act, 244; death of. 263 

Jesuit missionaries 39, 118 

Jetties, the Fads 425 

Johnson, Hiram W 464 

Johnson. Sir William. .142, 144, 145 
Johnson. Andrew, made Presi- 
dent. 411; impeachment of... 415 
Johnston. General Albert S., 

342. 343 345 

Johnston. General Jos. E., 353. 

367, 3S3 400 

Johnstown disaster 436 

Joliet and Marquette 119 

Joliet 448 

Jonesborii 384 

Jones. Paid 210 

K 

Kansas-Nebraska Iiill 311 

Kansas, frauds, 313; admitted 

to tlie I'nion. 313; struggle. . . 323 
Kaskaskia ]^ 202 



510 



INDEX. 



PAGE 

Kearney, General Philip 2.% 

Kearney, Denis 434 

Kenesavv Mountain •j^'J 

Kentucky --^0• ^35 

Kern, j6hn W 436 

Key, Francis S 256 

Kilpalrick, General Judson 388 

King George's War, date of, 

126; cause of l-^S 

Kint;- Philip's War 87-90 

King William's War 126 

King's Mountain 20o 

King, Rufus 2o9 

Know-Nothing party _■ • 312 

Knox, General Henry 172, 232 

Knoxville -^^^ 

Kosciusko. Thaddeus 197 

Ku-KluxKlan 417 



Labor and commerce, depart- 
ment of 460 

Labor troubles 433, 461 

La Chine 119, 132 

Lafayette. Marquis de, 197; m 
Virginia, 213 ; in French Rev- 
olution, 236; visit of 261 

Landing of the Pilgrims 71 

Land Ordinance, 269; surveys. 

269-272 

La Salle, Robert de 

119, 123, 129. 132 

Latin races 128 

Laurens,- Henry 215 

Lawrence, Captain James 255 

Laws, Alien and Sedition 2,'9 

Lccompton 313 

Lee, General Charles, treachery 

of 198-199 

Lee, "Light Horse Harry" 

207. 226 

Lee. Richard Henry 226 

Lee, General Robert I'^., takes 
command, 368; first invasion 
of the North, 369; in Mary- 
land, 371 ; second invasion of 
tlie North, 374; at Spottsyl- 
vania, 393; around Riclmiond. 
395 ; surrenders to General 

Grant 404 

Leojiold. P.ritish man-of-war... 244 
Lewis and Clark Expedition... 

242, 28v 



PAGE 

Lexington 168 

Levden 7u 

Lil)eral party 285, 308 

Lincoln, General Benjamin.... 201- 
Lincoln, Abraham, candidate 
for U. S. Senator, 313 ; elect- 
ed President, 314; inaugura- 
ted, 319; his call for troops, 
331; dififers from McClellan, 
364; his Emancipation Proc- 
lamation, 372; death of, 406; 
his Gettysburg speech, 409 ; 

his last inaugural 410 

Line of Demarcation 16, 130 

Little Belt 247 

Literature 302 

Logan, John A 359 

Longfellow, Henry W., 304; his 

home 306 

Long Island, battle of 180-182 

Longstreet, General James. .355, 357 

Lookout Mountain 355, 356, 357 

Lord Baltimore 106-109 

Los Angeles Times, wrecking 

of 464 

Louisiana, purchase of 241. 322 

Louisina Purchase Exposition.. 462 

Louisburg, capture of 135, 144 

Lowell, James Russell 304 

Lynchburg 403 

Lyon, General Nathaniel 334 



M 



McClellan. General Geo. B, 
333 ; commands the army of 
the Potomac, 334; in Peninsu- 
lar Campaign, 367-369; re- 
lieved of command 371 

McDowell, General Irvine 334 

McKinley, William, his protect- 
ive tariff bill, 452; elected and 
inaugurated President, 452 ; 

assassinated 459 

McPherson, General J. B. ; 
given command of the Army 
of the Tennessee, v380; killed 

in battle of .\tlanta 384 

Macdonough, Commodore Thos. 253 

Macedonia, frigate 255 

Machinery 301 



INDEX, 



511 



PAGi-: 

Madisnn, James, "Father of the 
Constitution," 225; leader in 
Anli-1'ederal party, 237, 246; 

his administration 247 

Ma.i>ellan, Fernando, discovers 
Strait of Magellan, 19; cross- 
es tlie Pacific 19 

Magna Charta 63. IW 

Maine. Dattlcship 45v 

Manhattan, Island 95,97, 9.S 

Manila 454 

March to the sea 388 

Marco Polo 8 

Marion. General I'rancis. .. .204-205 

Marriuettc. Jacques 119, 129 

Marshall, John 234 

Marshall, Tliomas R 464 

Massachusetts Bay Colonv 7b 

Massasoit 72. 86, 88 

Mason and Dixon's line 109 

Mason and Gorges grant 82 

Match, Friction 301 

Maximilian in IMexico 416 

Maryland 106 

Meade, General G. B 374, 380 

Mediterranean Sea 8, 243 

.Meigs, Fort 250 

Melendez (Menendez), Pedro. 

in I'lc^jrida 35-36 

Memphis, 347; Yellow I'evcr at 4.16 

Merrimac and Monitor 365 

Merritt, General Weslev 456 

Me.xican War .' . . . .286, 32.' 

Mexico, its conquest hy Cortez. 
Id', 283; invaded hy General 

Tavlor, 287; Maximilian in.. 416 

Michigan 249-2.=;0 

Miles. Gen. Nelson A 4?8 

Mill Springs ?,y:>. 340 

Minuit, Peter 99 

Minute ]\Ien 168 

Missionary Ridge 357 

Mississippi River discovered hv 

De Soto '. 31 

Missouri, admission of 

294. ?,12, ?,?A. ?>?<S 

Missouri Compromise 311, ?)22 

.Mohilc Bay ' 384 

Modoc W^ar 423 

Mohegans 86 

Mollv Maguires 434 

Monitor . '^ 302 

Monocacy 396 

Moors 14 



PAGE 

Montcalm, Marquis dc..l45, 148-1.50 

Monterey 2.'^7 

Monticello 246 

Montreal 38 

Monroe, James 2-i) 

Monroe Doctrine 261 

Morgan, General Daniel 207 

Morgan, J. Pierpont 461 

Morris, Robert 211 

Morse, S. F. B 299 

Morton, Dr. W. T. G 302 

Motley, John Lothron 304 

Mound Builders 51 

Mount Vernon 65, 239 

'"Mugwumps" 437 

Mnrfrecsboro 349 



N 



Napoleon I. . .236, 239, 243. 247, 330 

Napoleon III 416 

Narragansett Indians 86. 90 

Nashville 340. 343, .389 

National Bank 233 

National Guard 4^4 

Navigation Laws, 67; Acts. 158, 160 

Neliraska .'^23 

Needs of an Army v329 

Nelson, Lord 254 

Newfoundland, the hslierics of. 34 

New Hampshire 82 

New 1 laven Colon v 78 

New Jersey 10^ 

New Mexico becomes a state.. 

324, 464 

New Netherland, settled by the 
Dutch, 97; surrendered to 

Fnglish 102 

New Orleans, battle of, 257, 

266 ; Exposition at 439 

Newport, 186; evacuation of, 

212; occupied by French 213 

New York, settled by Dutch, 
95-99 ; government of bv the 

r.nglish '..102-104 

New ^'ork City, key to Ameri- 
can continent, 180; occupied 

by the British, 182; riot 372 

Niagara frontier 252 

Non-Intercourse Acts 247 

Norfolk. Va 331 

Normans in France 22 

Norseman in America 2?i 



512 



INDEX. 



PACK 

Northmen, their honic and 

character 21 

Northwest Territurv, 2'M : (ir- 
ganized, 224: (Hvidcd into 

states 273 

North Anna 3S5 

Nortli Pole discovered 464 

Nullification theory 240 

O 

Oglethorpe, James E 116 

Oklahoma liecomes a state. .324, 462 

Old Colonial Days 153 

"Old Ironsides" 254 

Old South Leaflets 7 

Old South .Meeting 1 louse 163 

"Omnibus Bill" 291 

Ordinance of 1787 224 

Oregon Countrv 242, 283 

Osceola 281 

Oswego 143 

Owen Currency liill 465 

Ovster River ." 132 



Pacific Ocean discovered and 

crossed I'T 

Pacific Railroads 417 

Pakenham, Sir F.dward 2?7 

Palo Alto 286 

Pamlico Sound 335 

Panama Canal, The 46() 

Panama-Pacific Exposition .... 461 
Panic of 1873, 422; of 189,3.... 450 

Parcel post 4j4 

Parker, Alton B 459 

Parker, Sir Peter 178 

Parkman, Francis 304 

Parties, beginning of... 237, 241-242 

Patroons 98 

Payne-Aldricli Tarift' liill 463 

Peahody fund 439 

Peace, 215; treaty of, 214; after 

the Rebellion ' 404 

Peach Tree Creek 3^3 

Peary, Commander Roberi !•'.. 464 

Pemaquid 132 

Pembcrton, General J. C...353, 374 
Peninsular Campaign .... .347, 367 
Pennsylvania 109-1 1 1 



PACK 

Penn, William 100-1 11 

Pensacola ; 261 

Perrv, Com. O. II 250 

Perryville 348 

Personal-Liberty Laws 308 

Peru, conquest of, 28; Indians 

of 18 

Petersburg 395. 402 

Pequot War 86-87 

Philip, son of Massasoit 87-90 

Philippine Islands.. 19. 454, 458. 460 
Philadelpliia, founded. 111; fell 
into British hands, 190-192; 
occupied bv British durinu' 
winter of l"777-78, 198; Cen- 
tennial Exposition at 424 

Phonograph 300 

Pickett, General George, at Get- 
tysburg 374 

Pierce, Franklin 309, 31? 

Pike, General Zebulon 252 

Pilgrims, in Holland, 69; in 

America 70 

Pinchot, C^.ifl-'ord 463 

Pitt, Willi;im, 141, 142; a friend 

to the colonists 162 

Pittsburgh 141, 433 

Pizarro, Francisco 28-29 

Plymouth. Landing at, 71 ; In- 
dians around, 72 ; growth of, 
73 \ annexed to Mass. Bay 

Colony 73 

Pocahontas 57-58 

Poe, Edgar A 304 

Polk, James K 285 

Ponce de Leon 20, 127 

Pontiac's plot 15? 

Pontoons 400 

Pope, General John, 345, 348; at 

second Bull Run .369, 371 

Port Hudson .347, 353 

Port Roval, settled bv h'rench, 
127, 129; captured, bv the 

English 135 

Postal Savings banks 464 

Potomac, army of, 371, 374; in 

grand review 412 

Powhatan 57, 61 

Prescott, General William, at 

Bunker Hill 170 

Prescott, William H., historian. .304 

President, frigate 247 

Prevost, General 253 

Progressive Party formed 464 



INDEX. 



513 



PAGIl 

Proprietary government 85 

Providence, R. 1 81 

Princeton, N. J 184 

Puel)los 29 

Pnerto Rico 3^, 458 

Pnlaski, Count, 197; at Savan- 
nah 204 

Puritans 63, 321 

Putnam, Israel 182 



Quakers, in Xew England, 90- 
91; in Pennsylvajiia. _109-111. 321 

Quebec founded, 37, 127 ; expe- 
dition against, 133; taken hv 
tlie luiglish 145-15') 

Queen Anne's War 133 

Qucenstown Heights 252 



Railroads, 267 ; strikes 

Raleigh, Sir Walter 

Raleigh, N. C . 

Reconstruction, the necessity 
for, 412 ; the two problems of 

Red Cross society 

Reign of Terror 236, 

Republicans 239, 242, 277, 

Resaca de la Palma 

Resaca, battle of 

Revenue Measures 

Review, Grand 

Revolution of England, 1688. . . 

Rhode Island, settled, 78-82; 
last to ratify constitution, 
225 ; Dorr's Reljellion in 

Ribault, Jean, in Elorida 

Roanoke Island, settlement on, 
42 ; captured 

Roberval, Jean Francois, at 
Quebec 

Rt)ebling, John A 

Roentgen, Wilhelm C 

Roman Catholics 106. 

Roosevelt, Theodore, succeeds 
President McKinley, elected 
second term, 459; administra- 
tions of, 460; intervenes in 
Russo-Japanese war, 460; 
nominee of Pro.gressive Partv 



433 

41 
401 

413 
437 
238 
325 
286 
3S3 
232 
412 
93 



281 
35 

33'? 



3S 
425 
440 
.321 



464 



p.\r,K 

Rosecrans, Gen. W. S., in West 

Virginia, 333 ; at luka ancl 

Corinth, 349 ; in Tennessee, 

353-355 ; relieved by General 

Tb.omas 3.S6 

Ross, General Robert 256 

Routes to India 9 

Royal Province, Virginia be- 
comes a, 61; government.... HA 
Russo-Japanese peace treaty... 460 
Ryswick, treaty of 133 

S 

Sackett's Harbor _. 252 

St. Augustine founded 37, 127 

St. Clair, General Arthur 235 

St. Lawrence, settlement on, 36- 
37; fisheries of, 34; valley, 

claimed by French 129 

St. Leger, Barry 188 

St. Marv's, Md., settled 108 

Salem, j^lass., settled, 75 ; witch- 
craft delusion in 91-92 

Salmon Falls, N. H 132 

Samoset 72 

Sampson, Admiral 456 

San Francisco Earthquake 461 

San Jacinto, battle of 283 

Santa Anna, General, at Huena 

Vista 2S7 

Santa Fe, settled by Spanish, 

30 ; capture of 286 

Santiago 456, 458 

Santo Domingo 418 

Saratoga, battle of 189 

Savannah, settlement at, 116; 
captured by the English, 204, 

266 ; surrender of 389 

Saybrook 77 

Schenectady, massacre of 132 

Schlev. Admiral 456 

Schofield, General J. M., 380; 

at Goldsboro 401 

Schuyler, General Phillip 189 

Scott, General Winheld. at 
Chippewa and Lundy's Lane. 
252; in South Carolina, 279; 
in Black Hawk war, 280; in 
Mexico, 287; his nomination 
for president, 309 ; succeeded 
by General McDowell, 334; 
ioval to the Union 336 



514 



PAGE 

Scott, Dred 312. ^IZ 

Secretaries of Cabiiiet 232 

Seminole wars 280 

Seven Years' War in Europe.. 138 

Sewing ^lachine 301 

Shannon, frigate 255 

Shenandoah Valley 364, 395-396 

Sheridan, General P. H., at 
Winchester, 396; at Five 
Forks, 403; sent to the Rio 
Grande frontier, 416; in Chi- 
cago fire 419 

Sherman, James S 462 

Sherman, General W. T., at 
Haines' Bluff, 352; commands 
the Army of the Tennessee, 
356; at Chattanooga and Mis- 
sionary Ridge, 357 ; promo- 
ted, 380 ; his Atlanta cam- 
paign, 383 ; his march to the 
sea, 388; at Savannah, 389; in 
the Carolinas, 400; in review. 412 

Sherman law 450 

Sigel, General Franz 395 

Signal Service 426 

Silver Question 448-450 

Six Nations 135 

Slavery, beginning of, 61, 321 ; 

in Georgia, 117; overthrown. 406 
Slave labor, 226; conditions 

favorable to 322, 327, 439 

Slave trade, 226 ; foreign 227 

Smith, Capt. John 57-58 

South Carolina 319 

South INlountain 371 

South, the New 438 

South Pole Discovered 464 

Spain, claims to North Amer- 
ica, 128; loses territory, 241; 

sells Florida 261 

Specie payments, resumption of 429 

Spottsylvania, battle of 393 

Springfield, Mass., settled 77 

Squatter sovereignity 311 

Staff of an Army 329 

Stamp Act. 160-161 ; effects of, 

161; repealed 16? 

Stanton, Edward ,7.7.... 415 

Starving time "Ti^ ^ ^ 

States and Territories : W T) ■" ^ •^ 
All the States Olonuift^nl) . . .324 
All States East of Mississippi 
River (Chart) 274 



il States and Territories 
West of Mississippi River 

(Chart) 

Alabama 257, 

Arkansas 

CaHfornia 290, 

Colorado 

Connecticut. .76, 78, 84, 86, 94, 

Delaware 99, 105, 

Florida 127-8, 261, 

Georgia 114-17. 204, 

Idaho 294, 

Illinois 120, 201-2, 273. 

Indiana 248, 

Iowa 

Kansas 294, 311, 313, 

Kentucky 240, 268-9, 273, 

Louisiana 257, 294, 324, 

Maine 82, 92, 94, 

Maryland 85, 106-9^ 256, 

Massachusetts 70-76, 

91, 92, 94, 163-4, 168-72, 

:\Iichigan 1.52, 249, 

^Minnesota 

Mississippi 

^Missouri 294, 

Montana 294, 

Nebraska 294, 311, 

Nevada 291, 

New Hampshire 82, 92, 

New Jersey 104-5, 183, 

New York 97-104, 132, 

.180, 188, 200, 210, 252, 266, 

North Carolina 42. 11 

North Dakota 294, 

Ohio 268, 

Oregon 283, 

Pennsvlvania 

...85, 109-11, 139-141. 190, 
Rhode Island. . . .78-81, 84, 94, 
South Carolina 

112-14, 178, 204, 

South Dakota 294, 

Tennessee 2(S8. 

Texas 285-6, 294, 

Utah 290, 

Vermont 

Virginia.. 55-68, 161, 213, 268, 

Washington 294, 

^'est Virginia 273, 

H^'^isconsin 

Wyoming 294, 

Alaska 

Arizona ...294 297 (Chart), 



297 
273 
294 
204 
294 
268 
111 
280 
261 
441 
280 
273 
294 
323 
Z?,? 
Zi7 
273 
332 

268 
273 
294 
273 
334 
441 
322 
294 
273 
190 

273 
2-!4 
44! 
273 
294 

200 
281 

208 
441 
273 
322 
294 
273 
363 
441 
333 
273 
441 
416 
287 



INDEX. 



515 



PAGE 

States and Territories — Cont'd. 

Hawaii 452. 458 

Indian 297 (Chart), 294 

New Mexico 

.....297 (Ciiart), 287, 2S0, 294 

Oklahoma 297 ( Chart) , 294 

Puerto Rico 458 

Philippines 454, 458 

Steamboat 264 

Steam engine 264 

Stephenson, George 264, 267 

Steuben, Baron 197 

Stillwater, battle of 189 

Stock Exchange 421 

Stonv Point, capture of 21 1 

Stowe, Harriet P. 307 

Strict Constructionists 2.37 

Strikes, railroad, of 1877, 433; 

of 1894 433-431 

Strikes, anthracite, 461 ; teleg- 
raphers 461 

Stuarts, the 62 

Stuyvesant, Peter 100 

Sub-Treasury Act 279 

Sullivan, General John 200 

Sumner, Charles 323 

Sumter, Thomas 204 

Supreme Court 234, 240 

Swedes on the Delaware. 99; 
surrender to the Dutch 100 



Taft, William H,, elected presi- 
dent U. S., 462; Taft and tlie 
tariff, 463; administration of, 
463 ; defeated for second term 464 

Tariff 

. . .279, 441, 452, 459, 462, 463, 465 

Tarleton, Bannastre 207 

Taxation, forms of 

160-161, 162. 442-444 

Tax, Stamp 452 

Taylor, Zachary, 286 ; invades 
Mexico, 287 ; elected Presi- 
dent, 290; death of 291 

'i;ccumseh 248, 250, 257 

Telegraph 295 

Telephone 295 

Tennessee, Armv of 

345. 356. 357. 359, 384 

Territorial growth and claims.. 
267-269 



Territories made States since 
1897: 

Arizona 464 

New Mexico 464 

Oklahoma (Okiaiioma and 

Indian Ty's) 462 

Texas 283. 323 

Thames, battle of 250 

I homas. General Geo. H., 336; 
at Mill Springs, 340; at 
Chickamauga. 355 ; at Nash- 
ville 389 

Ticonderoga.. .144-145, 173. 188. 189 

Tiklen, Samuel J 426 

Tippecanoe 218 

'litanic, wreck of 404 

lohopeka 257 

Toleration Act 109 

Tories 178, 187, 200, 205 

Toronto 257 

Township, unit of government, 

85 ; system 269 

Treaty, of Ryswick, 133 ; of 
Utrecht, 135; of Aix-La- 
Chapelle, 136; first, of Paris. 
150; second, of Paris, 214; 
after Mexican War, 287; 

Ashl)urton 284 

'i'rent affair 336 

Trenton. l)attle of 183 

Tripoli 242. 243. 259 

Trouble, with England and 
Prance, 235-2.37, 243; with 

Erance 238 

Truxton, Capt. Thomas 238 

Tunis 259 

Tyler, John 281 



U 



"Uncle Tom's Cabin" 307 

Underground Railroad 308 

I'nderwood Tariff bill 465 

United States Steel Corporation 452 

Utah 291 

Utrecht, treaty of 135 



Vaca, Cabeza de 29 

Vallev Forge 192. 195 

Van Buren. Martin. . .277. 279, .309 
Vera Cruz 287 



516 



OCT 30 1913 



INDEX. 



PACK 

Verrazzano 35, 129 

Vespucius, Americus IS 

Vicksbure 347, 352, 35.3 

Vincennes, Ind 202 

Vinland 23 

Virginia, 55-62; its legislature 
and boroughs, 60-61 ; African 
slaves brought to. 61 ; given 
away. 67; Cornwallis in, 213; 
stud'v of 363-364 



W. 

Walk-in-the-Water 266 

Walloons ._. . 97 

Wampanoags 11, 8fi 

War, of the Austrian Succes- 
sion, 135; Black Hawk, 280; 
Civil, 320; of 1812, 249; 
French and Indian, 137; King 
George's, 135 ; King Philip's, 
90; King William's, 131; 
Mexican, 286; Modoc, 423; 
Queen Anne's, 133 ; of the 
Revolution, 156; Seminole, 
280; of the Spanish Succes- 
sion, 133 ; Spanish- American, 

33, 453 

Warren, General Josepli 172 

Washington, George, at Fort 
Duquesne, 138-140; takes 
command of Colonial troops, 
172; in Colonial Congress, 
173-174; at Hudson River. 
182; crosses the Delaware. 
183; in New Jersey, 184; at 
Morristown, 186; at Brandv- 
wine, 190-192; at Valley 
l'"orge, 192; compared with 
(latcs, 194; at Monmouth, 
198-199; at Yorktown, 213- 
2J[4; at Mt. Vernon, 215; at 
Federal Convention, 225 ; 
made President, 232; his 
Farewell Address, 237; his 

death 2.';9 

Wasliington, Fort, captured bv 

British '. 182 

Washington. D. C. made per- 
manent capital of the United 
Stales, 232, 240; capture of.. 256 

Watt. James 264 

Wayne, General Anthony. . .211, 235 



PAGE 

Webster, Daniel Ill, 284, 311 

Wellington, Duke of 253 

Wesley. John and Charles, in 

Georgia 117 

Western Reserve 268 

West Indies named 13 

West Point 182 

West Virginia 333 

Whigs. 178. 205; party, 277, 281, 309 
Whitetield. George, in Georgia. 117 

White House 241 

White Plains 182 

Whiskey Insurrection 235 

Whitman, Dr. Marcus 284 

Whitnev, Eli 263-264 

Whitne'v, Prof. W. D 47 

Whittier, John G., 304; quoted. 436 

Wilderness, battle of 393 

Wilkes, Captain Charles 336 

William, Prince of Orange 93 

Williams. Rev. John 133-134 

Williams, Roger 78-81 

Williamsburg 367 

Wilson's Creek 334 

Wilson, General J. 11 401 

Wilson bill 452 

Wilson, Woodrow, nominated 

for and elected president, 464; 

administration 465 

Winchester, 374; battle of 396 

Winthrop, Governor John 75 

Winthrop, John, son of (jov. 

Winthrop 17 

Wireless telegraphv 462 

Witchcraft delusion 91-92 

Wolfe, General James. 144-145 ; 

at Quebec 148 

\\^-ight. Wilbur 4')2 

Wvoming 200 



X-ray 440 

X. Y. Z. ccirrespondcnce 238 

Y 

Yaztio river 352 

N'eilow fever 436 

V.-rk 252 

Yorktown, surreneih' of. to 

Washington 213, 367 




THE PHILIPPINE ISLANDS, numbering 400, and having an area o 
114,000 square miles, were discovered in 1521 by Magellan on his famous voyag 
around the world. These islands, named in honor of Ph.hp II of Spain rema.ne 
a Spanish colony until they came under the government of the Umtea btates 
a result of the Spanish- American War of 1898. 



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'EBTO' RICO, one of the most thicMy populated regions of America, 
scovered by Columbus on his second voycigo, in 1493.' It was conquered by 
laniards under Ponce de Leon, and was held by Spain until 1S98,: when it 
Iteuaiae a oart of th§; United States as a'resultof the Spanish- Americanr. War. 








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